Identification Process
doc. RNDr. Eva Trnová, PhD.
trnova@ped.muni.cz

Characteristics of Gifted Children as
a Resource for Giftedness Identification
• Be careful:
• While some commonalities exist across giftedness, one
size does not fit all.
• Gifted learners exhibit different characteristics, traits,
and ways to express their giftedness.
• Various issues must be considered for identification of
giftedness – next slide.
•

What must be considered for identification of
giftedness
• Giftedness is dynamic, not static. Identification needs to
occur over time, with multiple opportunities to exhibit gifts.
One test at a specific point in time should not dictate
whether someone is identified as gifted.
• Giftedness is represented through all racial, ethnic, income
levels, and exceptionality groups. Underrepresentation is
widely spread. It’s estimated that African American, Hispanic
American, and Native American students are
underrepresented by at least 50% in programs for the gifted.
• Giftedness may be exhibited within a specific interest or
category—and even a specific interest within that category.
Professionals must seek ways to gather examples across
various domains and con-texts, using both objective and
subjective identification instruments.
• Early identification in school improves the likelihood that
gifts will be developed into talents

What is necessary to consider when
identifying giftedness
• No two gifted children are alike.
• To collect information on both the child's performance and
potential through a combination of objective (quantifiably
measured) and subjective (personally observed)
identification instruments in order to identify gifted
students.
• To eliminate bias, it is necessary to follow a systematic, multiphased process for identifying gifted students:
1) Nomination or identification phase;
2) Screening or selection phase;
3) Placement phase in gifted program.

• In the nomination and screening phase, various identification
tools should be used to eliminate bias.
•

Questions for discussion
• What roles do both teachers and parents play in the nurturing
of gifted children? How are these roles different?
• Do gifted children have particular emotional needs that are
different from those of nongifted children?
•Is there a difference between nurturing the child per se and
nurturing the gift that they possess?
• What happens to the gifted child if they are left unsupported
in their educational environment?
• Will gifted children always remain gifted irrespective of the
support provided, and if they will, why bother to provide that
support?

Steps (Phases) of Identification
Process
• Nomination
• Identification – Screening
• Diagnosis

Nomination
• Who: Self, Peer, Teacher, Administrator, Parent.
• Purpose: Nominations help cast a wide net for identifying
as many students as possible who might qualify for
gifted education.
• Used tools :
• gifted characteristic checklists,
• inventory,
• and nomination forms
They are completed by students, parents, teachers, and
administrators to provide subjective information.

Identification
• Subjective
• Objective

Identification – group work
• Subjective - your sugestions
• Objective - your sugestions

Identification – subjective 1
• Who: usually teachers (some time parents)
• Tools :
• Methods of pedagogical diagnostics:
•
•
•
•
•

observation,
interview,
questionnaires,
student product analysis and
documents.

• Teachers may make observations and use rating scales
or checklists for students who exhibit a certain trait or
characteristic during instruction.

Identification – subjective 2
• Portfolios and Performances

• Portfolios or work that is collected over time should include
student reflections of their products and/or performances.
• Portfolios may be developed for both academic (language
arts, math) and creative (speech, arts, music) pursuits.
•

• Student Educational Profiles.

• While many forms may be used to identify gifted children,
an academic or artistic case study approach can offer a
more comprehensive process.
• Case studies may include data, observations, and growth
demonstrated in various settings.

•

Identification – objective
• Who: teacher, administrator
• Tools:
• IQ tests or performance results
• state and standardized tests
• student cumulative records
• grades
However, relying on them alone may lead to overlooking
certain gifted populations.

Diagnostics
• Who: experts – psychologist, speciální pedagog
•
• Tools :
Individual tests, such as the Stanford–Binet Intelligence Scale
and the Wechsler Intelligence Scale for Children (WISC), are
administered by qualified psychologists. Subjects reply orally to
most questions.
•