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

Table 18. Identification Methods: Visual and Performing Arts.IdentificationMethodUtilised to Identify Giftedness and Talentin Visual and Performing ArtsFrequencyPercentTeacher Observation 457 92.9%Auditions/Performances 337 68.5%Teacher Rating Scales 208 42.3%Portfolios 172 35.0%Parent Nomination 164 33.3%Peer Nomination 116 23.6%Self-Nomination 155 12.2%Whänau Nomination 58 11.8%Achievement Tests 58 11.8%Teacher-Made Tests 115 9.0%IQ Tests 7 1.4%The number of identification methods being employed ranges from one method to all methods.However, nearly half of schools (49.7%) indicated use of between two and four methods ofidentification. Only 16% of the schools formally identifying abilities in the visual and performing artsrelied upon one method.Identification of Social/Leadership Gifts and TalentsThis section reports the frequencies for the 473 schools reporting formal identification of special socialand leadership abilities.Less than half of these 473 schools (41.9%) are formally identifying social and leadership abilities andqualities schoolwide. An analysis by school type indicates that 35.7% of the 356 primary schoolsundertaking formal identification are doing so schoolwide; 11.2% identifying in Years 3-4, 25.3%identifying in Years 5-6, and 13.5% identifying in Years 7-8. Fourteen point three percent of primaryschools did not indicate the year levels in which identification takes place. All 48 of the intermediateschools that reported identifying social and leadership abilities are doing so schoolwide (Years 7 and8). Secondary schools reporting identification of social and leadership abilities (n = 54) do soschoolwide (38.9%), with 9.3% at Years 9-10, 25.9% at Years 11-12, and 25.9% not indicating theyear levels. ‘Other’ schools (n = 15) gave a range of responses, however, many did not indicate yearlevels of identification (40.0%). An analysis by decile rating shows that 38.1% of decile 1-5 schoolsand 44.6% of decile 6-10 schools formally identifying social and leadership abilities are doing soschoolwide.Table 19 shows the types of identification methods being used to identify social and leadershipabilities by the 473 schools undertaking formal identification. As can be seen, the most often utilisedmethods are teacher observation (95.6%) and peer nomination (46.5%). The least frequently reportedmethod of identification is IQ testing (1.5%) and achievement tests (9.9%). Unlike other areas, theidentification of social and leadership abilities and qualities appears to feature peer and selfnominationmore readily.182