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

Table 16. Identification Methods: Intellectual/Academic.IdentificationMethodUtilised to Identify Intellectual/AcademicGiftednessFrequencyPercentTeacher Observation 684 94.1%Achievement Tests 652 89.7%Teacher-Made Tests 402 55.3%Teacher Rating Scales 398 54.7%Portfolios 314 43.2%Parent Nomination 278 38.2%Auditions/Performances 152 20.9%Self-Nomination 134 18.4%IQ Tests 96 13.2%Peer Nomination 90 12.4%Whänau Nomination 46 6.3%As can be seen, the most often utilised methods are teacher observation (94.1%) and achievement tests(89.7%). Least frequently reported methods of identification are whänau nomination (6.3%) and peernomination (12.4%). The number of identification methods being employed ranges from one methodto multiple methods. However, almost half of schools (49.1%) indicated use of between two and fourmethods of identification. Only 4.6% of the schools formally identifying intellectual and academicabilities relied upon one method.Identification of Creative Gifts and TalentsThis section reports the frequencies for the 487 schools reporting formal identification of specialabilities in creativity.Approximately half of the 487 schools (51.7%) are formally identifying creatively gifted studentsschoolwide. An analysis by school type indicates that 48.9% of 380 primary schools undertakingformal identification of creative students are doing so schoolwide; 21.3% identifying in Years 3-4,12.9% identifying in Years 5-6, and 4.2% identifying in Years 7-8. Twelve point six percent ofprimary schools did not indicate the year levels in which identification takes place. All 46 of theintermediate schools reported identifying schoolwide (Years 7 and 8). Approximately a third of the 46secondary schools reporting identification of creative abilities do so in Years 9-10 (34.8%). Six pointfive percent report identification in Years 7-8 and 32.6% schoolwide. Twenty-six point one percent ofthe secondary schools did not indicate the year levels. ‘Other’ schools (n = 15) gave a range ofresponses, however, almost half (46.7%) reported schoolwide identification. An analysis by decilerating shows that 48.9% of decile 1-5 schools and 53.8% of decile 6-10 schools are formallyidentifying creative abilities schoolwide.Table 17 shows the types of identification methods being used to identify creative abilities by the 487schools undertaking formal identification. As can be seen, the most often utilised methods are teacherobservation (95.5%) and teacher rating scales (49.9%) closely followed by auditions and performances(48.9%). The least frequently reported method of identification is IQ testing (4.7%). In comparisonwith identification methods used for determining intellectual and academic strengths and interests, theuse of auditions and performances is more frequently utilised in identifying creative abilities, andreliance upon achievement test scores decreases.180