View more information on testing.ĭiffering rates for physical, cognitive, and emotional development. Read NAGC’s Position Statement on Affective NeedsĪn inclination to excel in the performance of a certain skill.Ī test predicting a student’s future performance in a particular domain.Visit Supporting Emotional Needs for the Gifted (SENG).Sometimes referred to as social-emotional curriculum. Offering AP courses is not equivalent to offering a gifted program.Ĭurriculum that focuses on person/social awareness and adjustment and includes the study of values, attitudes, and self. The Pre-AP program is offered to younger students as preparation for upper-level courses. In many instances, college credit may be earned with the successful completion of an AP exam in specific content areas (as this credit varies between colleges and universities, it is suggested that questions about this process be forwarded to the college or university of the student’s choice). An example of an achievement test is the Iowa Tests of Basic Skills (ITBS).Ī program developed by the College Board where high schools offer courses that meet criteria established by institutions of higher education. Tests which are designed to measure what students have already learned, mostly in specific content areas. Read NAGC’s position statement on accountability for gifted student learning.Holding students, teachers, administrators, and other school personnel responsible for instructional outcomes. Read NAGC’s Position Statement on Acceleration.Acceleration options include early entrance to Kindergarten or 1st grade, subject acceleration, whole-grade acceleration, dual enrollment programs, and early entrance to college. Faster presentation of content to more closely match the speed at which gifted students learn. Discover guidelines for building an acceleration policy. View the report A Nation Deceived from the Institute for Research and Policy on Acceleration. This can occur through grade skipping or subject acceleration (e.g., a fifth-grade student taking sixth-grade math). Read the NAGC position on ability grouping.Ī strategy of progressing through education at rates faster or ages younger than the norm. Ability grouping is not the same as tracking. When students of a similar ability or achievement level are placed in a class or group based on observed behavior or performance. Ability is different from achievement. Ability measures how a student learns while achievement measures what a student has learned. Ability measures the capacity to do something. There are group ability assessments (e.g., Cognitive Ability Test, Terra Nova) and there are individual ability assessments (WISCIV, WNV, Stanford-Binet V). If you have questions or comments, please contact us at 60.Īn ability assessment measures a student’s performance on a nationally-normed intelligence instrument. It is not a complete dictionary of terms. It has been designed to present the commonly accepted meaning of each term and interpretation of its importance to gifted education. The glossary below defines common terms associated with Giftedness. “Competence” is defined as documented performance or achievement in the top 10 percent of the population. An “aptitude” is there defined as an exceptional ability to learn or reason. The National Association for Gifted Children describes “gifted individuals” as individuals who demonstrate outstanding aptitude or competence in one or more domains. Educational authorities have variations of the definition of giftedness, which vary within countries, states, districts, and schools. There is no standard global definition of what a gifted student is. Gifted education, also known as Gifted and Talented Education (GATE), Talented and Gifted (TAG) or (G/T), is a broad term for special practices, procedures, and theories used in the education of children who have been identified as gifted or talented.
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