UQE97

Resources
Evidence of
Mastery
Learning Options
and Activities
Guiding
Objectives
Callahan, C. M., & McIntire, J. A. (1994). Identifying
Outstanding Talent in American Indian and
Alaska Native Students, 76 pp. (EDRS No. ED367127)
Assign class to small
groups to research on
the ERIC Web sites
the screening and evaluation
intruments used
for gifted eligibility for
the diverse ethnic
populations. Each
group will summarize
and report.
Demonstrate
knowledge of
alternative
assessments
and nontraditional
screening
and
evaluation
appropriate
for use with
students
from special
populations.
(GT8S1)
Topic 3
Key
Question
How do
we identify
special
populations?
Identification of Special Populations of Gifted Students Matrix
Topic 3, continued
Coleman, M. R., & Gallagher, J. J. (1995). State
Identification Policies: Gifted Students from Special
Populations. Roeper Review, 17(4), 268–75.
Ford, D. Y. (1994). The Recruitment and Retention
of African-American Students in Gifted Education
Programs: Implications and Recommendations,
84 pp. Research-Based Decision Making Series
9406. (EDRS No. ED388012)
Special Populations Matrix Topic 3, continued
Completed
matrix of
assessment
devices for
identification
of special
population
groups with
the best use
for each.
Individually review the
Promising Practices
chart. (Topic 3 HO 4)
Develop a matrix of
assessment devices
for identification of
special population
groups with the best
use for each. Include:
a recommended
list of assessments,
including nonverbal
tests such as the
UNIT, the Naglieri,
and the Raven’s
Progressive Matrices.
9
Frasier, M. M., & Passow, A. H. (1994). Toward
a New Paradigm for Identifying Talent Potential:
Executive Summary. (EDRS No. ED388020)
Mills, C. J., & Tissot, S. L. (n.d.). Identifying
Academic Potential in Students from Under-
Represented Populations: Is Using the Raven’s
Progressive Matrices a Good Idea? Gifted Child
Quarterly, 39(4), 209–17.
Plucker, J. A., et al. (1996). Wherefore Art Thou,
Multiple Intelligences? Alternative Assessments for
Identifying Talent in Ethnically Diverse and Low Income
Students. Gifted Child Quarterly, 40(2), 81–92.
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