The Extent, Nature and Effectiveness of Planned Approaches in ...

The frequencies for this section are based upon the 768 schools reporting formal identification.Schools reported using the full range of identification methods, with the most commonly used method,across all areas, being teacher observation. Of the 768 schools formally identifying gifted and talentedstudents, 96.9% reported use of teacher observation. The least frequently reported forms ofidentification were IQ testing (13.8%) and whänau nomination (18.6%). Table 15 shows the frequencyof reported methods across all areas of ability.Table 15. Identification Methods: All Areas of Giftedness and Talent.IdentificationMethodUtilised to Identify Giftedness and Talent:All AreasFrequencyPercentTeacher Observation 744 96.9%Achievement Tests 661 86.1%Teacher Rating Scales 463 60.3%Teacher-Made Tests 455 59.2%Auditions/Performances 454 59.1%Portfolios 384 50.0%Parent Nomination 375 48.8%Self-Nomination 301 39.2%Peer Nomination 397 38.7%Whänau Nomination 143 18.6%IQ Tests 106 13.8%Methods of identification, however, vary dependent upon the area of ability being formally identified.An analysis of the methods of identification and year levels of identification in relation to each area ofability gives a much clearer picture of formal identification of gifted and talented students over the last12 months. This is reported in the following section.Identification of Intellectual and Academic Gifts and TalentsThis section reports the frequencies of responses from the 727 schools reporting formal identificationof special abilities in intellectual and academic areas.Nearly half of the 727 schools (47.3%) reported formal identification of intellectually andacademically gifted students schoolwide. An analysis by school type indicates that 44.5% of the 553primary schools undertaking formal identification are doing so schoolwide; 21.9% identifying in Years 3-4, 12.7% identifying in Years 5-6, and 5.2% identifying in Years 7-8. Fifteen point seven percentof primary schools did not indicate the year levels in which identification takes place. All of the 55intermediate schools reported identifying schoolwide (Years 7 and 8). Of the 100 secondary schoolsreporting identification of intellectual/academic abilities 39.0% do so in Years 9-10. Seven percentreported identification in Years 7-8 and 2% in Years 11-12. Schoolwide identification was reported by37% of the secondary schools. Fifteen percent of the secondary schools did not indicate the yearlevels. The 19 ‘other’ schools gave a range of responses, however, a large number (42.1%) reportedschoolwide identification. An analysis by decile rating shows that 44.7% of decile 1-5 schools and49.1% of decile 6-10 schools are formally identifying academic and intellectual abilities schoolwide.Table 16 shows the types of identification methods being used to identify intellectual and academicabilities by the 727 schools undertaking formal identification.179