{"product_id":"essentials-of-gifted-assessment-isbn-9781118589205","title":"Essentials of Gifted Assessment","description":"\u003cb\u003eAn Up-to-Date Overview of the Theory and Practice Underlying Gifted Assessment\u003c\/b\u003e  \u003cp\u003e\u003ci\u003eEssentials of Gifted Assessment\u003c\/i\u003e introduces readers to the theory and practice underlying gifted assessment. Steven Pfeiffer, a leading expert in the field of gifted assessment, discusses what it means to be gifted, why we should identify gifted students, and the purposes of gifted assessment.\u003c\/p\u003e \u003cp\u003eWell-organized and engaging, the book examines key principles of gifted assessment and provides an up-to-date overview of gifted assessment measures. Topics include the use of local norms, measuring creativity and motivation, nonverbal measures, the importance of recurring gifted assessment, multi-potentiality, gifted testing and minority group students, and evaluating the twice-exceptional student. Early identification and intervention greatly benefits gifted students, who may otherwise never realize their full potential. Throughout the book, Pfeiffer equips school psychologists with the tools they need to:\u003c\/p\u003e \u003cul\u003e \u003cli\u003eIdentify and assess uniquely bright and talented students\u003c\/li\u003e \u003cli\u003eIntegrate multiple assessment measures including intelligence, cognitive ability, and achievement tests\u003c\/li\u003e \u003cli\u003eAssess gifted students with coexisting disabilities and disorders\u003c\/li\u003e \u003cli\u003ePromote the abilities of gifted students using evidence-based strategies\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eThe book also includes extensive illustrative material, such as callout boxes and case examples, that facilitate use as a quick reference, plus end-of-chapter \"Test Yourself\" questions that help reinforce key concepts. \u003ci\u003eEssentials of Gifted Assessment\u003c\/i\u003e helps new and seasoned school psychologists and other professionals acquire the skills and knowledge needed for ethical, evidence-based, and informed clinical practice with high-ability students.\u003c\/p\u003e \u003cp\u003eSeries Preface xi\u003c\/p\u003e \u003cp\u003eAcknowledgments xiii\u003c\/p\u003e \u003cp\u003e\u003cb\u003eOne Introduction to Gifted Assessment 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWho Are the Gifted? 1\u003c\/p\u003e \u003cp\u003eBrief History of Gifted Education 3\u003c\/p\u003e \u003cp\u003eGiftedness as a Social Construction 6\u003c\/p\u003e \u003cp\u003eTripartite Model 7\u003c\/p\u003e \u003cp\u003eShould We Identify Gifted Students? 13\u003c\/p\u003e \u003cp\u003ePurposes of Gifted Assessment 14\u003c\/p\u003e \u003cp\u003e\u003cb\u003eTwo Conceptions of Giftedness Guide Gifted Assessment 17\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTraditional Psychometric View 19\u003c\/p\u003e \u003cp\u003eTalent Development Models 21\u003c\/p\u003e \u003cp\u003eDifferentiated Model of Giftedness and Talent 22\u003c\/p\u003e \u003cp\u003eSubotnik’s Developmental Transitions in Giftedness and Talent 23\u003c\/p\u003e \u003cp\u003eStanley’s Talent Search Model 27\u003c\/p\u003e \u003cp\u003eRenzulli’s Three-Ring Conception of Giftedness 29\u003c\/p\u003e \u003cp\u003eExpert Performance Perspective 30\u003c\/p\u003e \u003cp\u003eMultiple Intelligences Model 32\u003c\/p\u003e \u003cp\u003eTheory of Successful Intelligence: WICS 33\u003c\/p\u003e \u003cp\u003eSynthesis of Divergent Views of Giftedness 35\u003c\/p\u003e \u003cp\u003eConclusion 40\u003c\/p\u003e \u003cp\u003e\u003cb\u003eThree Gifted Assessment: Guiding Principles and Fundamental Beliefs 44\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eFundamental Beliefs of Gifted Assessment 44\u003c\/p\u003e \u003cp\u003eKey Principles in Gifted Assessment 48\u003c\/p\u003e \u003cp\u003eHow We Define Gifted Is Important 48\u003c\/p\u003e \u003cp\u003eAssessment Should Consider Types of Available Gifted Programs 49\u003c\/p\u003e \u003cp\u003ePsychometrics Count 51\u003c\/p\u003e \u003cp\u003ePeople, Not Test Scores, Should Make Diagnostic Decisions 52\u003c\/p\u003e \u003cp\u003eMultiple Measures Are an Advantage 53\u003c\/p\u003e \u003cp\u003eLocal Norms and Recurring Assessment Are Advantages 53\u003c\/p\u003e \u003cp\u003eBeliefs and Principles Conclusion 57\u003c\/p\u003e \u003cp\u003eDecision-Making or Selection Models 58\u003c\/p\u003e \u003cp\u003e\u003cb\u003eFour Measuring Intellectual and Academic Ability 63\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhy and When to Use Tests of Cognitive and Academic Ability 64\u003c\/p\u003e \u003cp\u003eWhere Does Abstract Reasoning Fit In? 65\u003c\/p\u003e \u003cp\u003eWhat Tests of Cognitive Ability Measure 67\u003c\/p\u003e \u003cp\u003eGeneral and Specific Abilities 68\u003c\/p\u003e \u003cp\u003eHierarchical Models: Cattell-Horn-Carroll 68\u003c\/p\u003e \u003cp\u003eAbstract Reasoning 70\u003c\/p\u003e \u003cp\u003eGeneral Intelligence (g) 71\u003c\/p\u003e \u003cp\u003eClinical Insights 73\u003c\/p\u003e \u003cp\u003eGeneral Ability Index 73\u003c\/p\u003e \u003cp\u003eClinical Considerations and Adaptations for High-Ability Students 75\u003c\/p\u003e \u003cp\u003eTests with High Ceilings 75\u003c\/p\u003e \u003cp\u003eTesting the Limits 76\u003c\/p\u003e \u003cp\u003eExtended Norms 77\u003c\/p\u003e \u003cp\u003eLevels of Intellectual Giftedness 78\u003c\/p\u003e \u003cp\u003eSome Popular IQ Tests Used in Gifted Assessment 79\u003c\/p\u003e \u003cp\u003eWechsler Intelligence Scale for Children—Fifth Edition 80\u003c\/p\u003e \u003cp\u003eWechsler Preschool and Primary Scale of Intelligence—Fourth Edition 81\u003c\/p\u003e \u003cp\u003eStanford-Binet Intelligence Scales, Fifth Edition 82\u003c\/p\u003e \u003cp\u003eWoodcock-Johnson IV Tests of Cognitive Abilities 83\u003c\/p\u003e \u003cp\u003eDifferential Ability Scales, Second Edition 84\u003c\/p\u003e \u003cp\u003eKaufman Assessment Battery for Children, Second Edition 85\u003c\/p\u003e \u003cp\u003eCognitive Assessment System, Second Edition 86\u003c\/p\u003e \u003cp\u003eReynolds Intellectual Assessment Scales 87\u003c\/p\u003e \u003cp\u003eA Few Illustrative Academic Measures 88\u003c\/p\u003e \u003cp\u003eConclusion and Recommendations 88\u003c\/p\u003e \u003cp\u003e\u003cb\u003eFive Identifying and Assessing Creativity 92\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDefining Creativity 92\u003c\/p\u003e \u003cp\u003eMeasuring Creativity 97\u003c\/p\u003e \u003cp\u003eDivergent Thinking: Torrance Tests of Creative Thinking 97\u003c\/p\u003e \u003cp\u003eDivergent Thinking: Profile of Creative Abilities 100\u003c\/p\u003e \u003cp\u003eSelf-Report: Abedi Test of Creativity 101\u003c\/p\u003e \u003cp\u003eTeacher Checklist: Gifted Rating\u003c\/p\u003e \u003cp\u003eScales—Creativity Scale 102\u003c\/p\u003e \u003cp\u003eConsensual Assessment Technique 104\u003c\/p\u003e \u003cp\u003eCreativity, Intelligence, and Talent Development 106\u003c\/p\u003e \u003cp\u003eUnanswered Questions 108\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSix Alternative Gifted Assessment Methods 110\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTeacher and Parent Nominations 110\u003c\/p\u003e \u003cp\u003ePortfolio Assessment 111\u003c\/p\u003e \u003cp\u003eNonverbal Measures 115\u003c\/p\u003e \u003cp\u003eTeacher Ratings 115\u003c\/p\u003e \u003cp\u003eThe GRS as a Measure of Change 124\u003c\/p\u003e \u003cp\u003eAssessing Readiness for Grade Acceleration 124\u003c\/p\u003e \u003cp\u003eTypes of Acceleration 124\u003c\/p\u003e \u003cp\u003eIowa Acceleration Scale 126\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSeven Frequently Asked Questions About Gifted Assessment 129\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSix Questions 129\u003c\/p\u003e \u003cp\u003e1. Should Nonverbal Tests Be Used as Part of Gifted Assessment, and If So, When? 130\u003c\/p\u003e \u003cp\u003e2. How Should We Approach the Assessment and Identification of Typically Underrepresented Gifted Populations? 131\u003c\/p\u003e \u003cp\u003e3. What Constitutes a Complete Gifted Assessment Test Battery? 134\u003c\/p\u003e \u003cp\u003e4. Should Social Competence, Passion for Learning, Motivation, and Emotional Intelligence Be Included in Gifted Assessment? 135\u003c\/p\u003e \u003cp\u003e5. Should We Be Concerned About Multipotentiality When Testing High-Ability Students? 137\u003c\/p\u003e \u003cp\u003e6. Are There Any Recommendations for Assessment of the Twice-Exceptional Learner? 138\u003c\/p\u003e \u003cp\u003eConcluding Comments 140\u003c\/p\u003e \u003cp\u003eReferences 143\u003c\/p\u003e \u003cp\u003eAbout the Author 163\u003c\/p\u003e \u003cp\u003eIndex 165\u003c\/p\u003e   \u003cp\u003e\u003cb\u003eSTEVEN I. PFEIFFER, P\u003csmall\u003eH\u003c\/small\u003eD,\u003c\/b\u003e is a licensed psychologist and Professor and Director of Clinical Training in the combined School Psychology and Counseling Psychology program at Florida State University. An authority on the psychology of giftedness, he is the lead author of the Gifted Rating Scales, a widely used measure to help identify gifted students published by Pearson Assessment. Previously, Dr. Pfeiffer served as Executive Director of Duke University's acclaimed precollegiate gifted program.   \u003c\/p\u003e\u003cp\u003e\u003cb\u003eA comprehensive guide to identifying and supporting uniquely bright and talented learners\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEarly identification and intervention greatly benefits gifted students who may otherwise never realize their full potential. \u003ci\u003eEssentials of Gifted Assessment\u003c\/i\u003e is an evidence-based overview of what makes students gifted, how giftedness is best identified, and strategies for promoting achievement in high-ability students.\u003c\/p\u003e \u003cp\u003eAuthor Steven Pfeiffer is a leading expert in the field of gifted assessment and in \u003ci\u003eEssentials of Gifted Assessment\u003c\/i\u003e he presents his influential tripartite model of giftedness. This model goes well beyond the 20th-century focus on IQ scores, taking into account achievement and potential in a variety of areas for a more nuanced and practical perspective. With reference to this and other models, \u003ci\u003eEssentials of Gifted Assessment\u003c\/i\u003e reviews a range of assessment tools for their research-supported validity and clinical utility.\u003c\/p\u003e \u003cp\u003eEach chapter contains self-test questions and quick-reference boxes that facilitate both retention of new information and later review. Steven Pfeiffer has also dedicated a chapter to answering the most Frequently Asked Questions about gifted assessment.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eOther titles in the \u003ci\u003eEssentials of Psychological Assessment\u003c\/i\u003e series:\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eEssentials of Assessment Report Writing\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eEssentials of Processing Assessment, 2e\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eEssentials of WIAT-II and KTEA-II Assessment\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eEssentials of WJ IV Tests of Achievement\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eEssentials of WPPSI-IV Assessment\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eEssentials of Planning, Selecting, and Tailoring\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eInterventions for Unique Learners\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eEssentials of Specific Learning Disability Identification\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eEssentials of Evidence-Based Academic Interventions\u003c\/i\u003e\u003c\/p\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47989160739045,"sku":"NP9781118589205","price":55.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781118589205.jpg?v=1761783039","url":"https:\/\/k12savings.com\/es\/products\/essentials-of-gifted-assessment-isbn-9781118589205","provider":"K12savings","version":"1.0","type":"link"}