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Assessment in learning
Assessment in learning
The classification of gifted and talented students
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Identification of Gifted and Talented Students
When I was in the second grade, all of the students at my elementary school were given a special test one day in class. We were told that it was not for a grade, but that it was to help the school know more about us. None of us really understood what the test was, or what the school would use it for, and it is certain that no one in my class that day understood the implications of what those results would mean for us the rest of our lives.
The topic of gifted and talented education is one that has always sparked debates among parents and teachers, and recent movements towards totally integrating classrooms have added to this debate. For many years now, "average" children, gifted and talented children, and learning disability children have all been separated into different learning environments, for part of, or the entire teaching curriculum. New issues have arisen because of the recent trend of integration, but a few issues have always been in question when it comes to this topic. One of these issues is the identification process of "advanced" students, and specifically, the use of IQ testing to determine placement in these programs.
The test that I took that day over 13 years ago was an IQ test, a test to determine my "Intelligence Quotient." IQ tests have long been used as placement tests, and are used even today by many school systems to determine the levels of the students in their schools. However, a current trend in education is to try to move away from these types of tests. J. S. Renzulli has been widely recognized as an authority on gifted and talented education for a long time. In a 1996 article, Renzulli and J. H. Purcell talk about some of the new trends in the ...
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The study required that participants must be given IQ tests, and also that they be observed in a classroom setting while interventions were put in place. Thus the adminsitratiors were able to draw results both from IQ scores and actual classroom preformance.
“1992 Bill Clinton Campaign Ad – Against George Bush”: 30 YouTube Web. 8 Mar 2014 ,
How Reality TV affects the audience and the characters who were participating into it? Does it really give knowledge to people who were watching and supporting? Or is it just the sake of money and exposing their appearance on television? When it comes to watching television, people at home can choose which types of program they want to want for many reasons. Some people look to television for inspiration; others want to be kept informed about their surroundings and the world. In the article entitled, “Reality TV and Culture” by Jack Perry, he argues, there are some good points to how reality television are formed and offered. Perry explains that, not all of the shows are designed to encourage and promote dangerous and unrealistic. However,
Over the last decades social protection programs have been developed to mitigate damaging impacts from economic crises and individual setbacks. The role of social health protection has been particularly highlighted as a human right that safeguards the economic productivity of a healthy work force and serves as a social and economic stabilizer in times of crises (Adlung, X. & Sander, L., 2010). Kelly accepted her first job after graduating from her management program and relocated to Japan. Mr. Higashi was her immediate supervisor and mentored several of The Japanese Exchange and Teaching Program (JET) candidates. He definitely liked Kelly right away because she spoke fluent Japanese which set her apart from many of the current and past graduates. Each newly assigned JET employer signed an employment contract which set them apart from the Japanese workers in the office including key differences in work hours, Saturdays off and acknowledgement of the Japanese holidays. Many of the Japanese workers resented the recent graduates because they had these special considerations in their contract and did not have the same w...
New man, F., Couturier, L., & Scurry, J. (2004). The future of higher education: Rhetoric, reality, and the risks of the market. San Francisco, CA: Jossey-Bass.
It is no secret that reality television shows often present contrived situations as reality. Many producers claim that there are no scripts used in the production of reality shows. They maintain that nothing in the lives of the participants is planned purely for viewers’ entertainment, and that what is presented in the show is their actual reality. However, most people know this to be untrue to a certain degree. The events and situations in reality shows are often staged, re-enacted, or cleverly edited to make them appear more dramatic, thereby more interesting, than they are. Elizabeth Larkin writes, “After so many “reality” programs, we can discern a pattern of “characters” that isn’t very far different from the stock characters found in fictional programming. There’s the sweet and naive person from a small town looking to make it big while still retaining small town values. There’s the party girl/guy who’s always looking for a good time and who shocks those around them—and the list goes on” (Larkin 290). Participants in reality television shows are often looking to gain wealth and fame, and they are willing to do anything necessary to achieve that.
Whitney, C. S. & Hirsch, G. (2011). Helping Gifted Children Soar. A Practical Guide for
Although reality TV has the word “real” in the title, most reality television shows are few and far between when it comes to the truth of what actually happened. In a survey taken, people were asked about their age, gender, favorite reality TV show, and if they were religious or not. Through the survey much was revealed about the demographics about male and females between the age of 18 and 28 who mostly attend NJC. Most of the people surveyed attend Northeastern Junior College, a school with a conservative background, which plays a role in what reality TV shows they watched.
Adolescence is a time of transitioning from childhood to adulthood. During this time, we face the questions of who we believe we are and what we plan on doing with our lives. We deal with the stressors of puberty and sexual maturation, as well as the cognitive ability to recognize our own thought process (Feldman, R. S. 2018). These characteristics feed into the pressure of this developmental stage because above all these changes, this period is also the time we think about college and what we choose to study for our future career. The discussion of taking a year off before college has been gaining attention in the U.S. and now the American Gap Association (AGA) has conducted national surveys to see the statistical effects among adolescents who choose the gap year option versus those who do not. Marcia’s identity status theory concerning the moratorium identity plays best into why taking a gap year after high school graduation can be, both, beneficial
Holy, Peek., M.D,. M.D.H. “ The Impact Of Reality TV On Our Teens: What Can Parents Do?”. The MGH Clay Center for Young Healthy Minds. N.p., 11 Aug. 2014. Web. 16 Oct. 2016.
Reality TV is influencing the way individuals live their lives. It encompasses staged drama, false images of families, and it tries to make immorality seem appealing. Clearly, what people believe to be somewhat realistic is just another Hollywood show. The only truth in the shows are found by skimming the surface of the family’s lives. Hence, reality TV is not anything except a glorified, unrealistic life.
One of the most controversial things about gifted and talented education is the criterion educators use to identify the gifted and talented. In the past, a student’s intelligence, based on an I.Q. score, was considered the best way to determine whether or not they qualified as gifted. As a result of using this method of identification, many gifted and talented students are not discovered nor are they placed in the appropriate programs to develop their abilities. Talents in the arts or an excellent ability to write are not measured on an I.Q. test but are abilities that may certainly qualify a student as gifted or talented.
Gifted Child Today, 2004: 2000-. Willis Web. City U of New York Lib. 1 Dec
The study of IQ and how it operates in the education field has been argued through various theories. Theorist such as Howard Garner, R...
The identification and definition of giftedness have been controversial for many, many decades. Originally, IQ test scores were the only way of determining giftedness. An IQ test would be given and some number score, such as 12-, would be the point of cut-off (Cook, Elliott, Kratochwill, & Travers, 2000). More recently, intellectual giftedness is usually identified and defined by the specific school systems’ ideas and perspectives. There is no generally accepted definition of giftedness, but the Javits Gifted and Talented Education Act defines it as: