Ceiling Effect

Limit of how high someone can score on a test.

When someone scores at the 95% or higher, we cannot interpret their true strengths and weaknesses because the test isn't hard enough for them.

Grade Equivalent

Reported in years and months.

This score approximatest how an older or younger child would have scored on the administered test.

Ex: If a 3rd grader gets GRE of 10.5, it means he did at least as well as a 10th grader

in the 5th month of school.

It does NOT mean the 3rd grader is ready for 10th grade material.

Mean

Average.

100 is average on an IQ test.

In percentile rank scores, it's the 50th percentile.

Out-of-level testing

Percentile Rank

How one score compares to all other scores.

Qualitative Assessment

Assessments that are more subjective and less standardized.

Examples: portfolio assessment, teacher and parent checklists, rubrics, interviews, observations and other performance measures.

Quantitative Assessment

Criterion Referenced

Performance judged according to a set of criteras such as TAKS

Does not compare student to student, but compares student answers to criteria

Norm Referenced

Ability or Aptitude Tests

Achievement Tests

Measurement of content taught

Compares student to student

Not as accurate in early elementary due to the experience factor which generally levels

off by 3rd grade

Regression

Statistically, scores move towards the mean.

If a student scores in the 98th percentile on a test and is tested again, there is a high probability he will score a little lower

 the next time.

Standard Deviation

Standard distance from the mean.

Usually 15 points on IQ tests from the mean, which is usually 100

Standard Score of Ability Index

Statistically derived score where the mean is 100.

IQ scores are standard scores where

85-115 is average.

Jerome Bruner

Major psychology theorist

Concept of spiral curriculum, structure of the discipline, discovery learning,

constructivist theory

Francoys Gagne

Howard Gardner

J.P. Guilford

SOI - Structure of the Intellect

Employed factor analysis to help explain the multidimensional nature of intelligence.

Leta Hollingworth

Mother of gifted education

Early influence on the research pertaining to the highly gifted, social/emotional aspects of giftedness and gifted females.

Joseph Renzulli

Three-Ring Model

(SEM) Schoolwide Enrichment Model

Designed informal assessment instruments

and alternate forms of enrichment

programming in gifted education

Julian Stanley

Duke Talent Search

Designed, implemented and evaluated a model for student talent identification programs (talent search)

Implemented the diagnostic-prescriptive approach for teaching through radical acceleration (SMPY) Study of Mathematically Precocious Youth

Out of level testing

Robert Sternberg

Major psychology theorist

Triarchic Theory

Developed a definition of intelligence incorporating a component of practical knowledge.

Abraham Tannembaum

STAR Model

Theoretical foundations of giftedness

Developed a model of psychosocial giftedness that includes chance

Lewis Terman

Father of Gifted

Pioneered work on the standardization of the intelligence test in the U.S.

(Stanford-Binet)

E. Paul Torrance

Torrance Test of Creative Thinking

Developed instrumentation and studied creativity and its processes

Developed the basis for a future problem solving program (FPSP)

Ley Vygotsky

Major psyhology and education theorist

Zone of Proximal Development (ZPD)

scaffolding

Carol Ann Tomlinson

"Voice" of differentiated education

Believes a quality curriculum is of prime importance in a differentiated classroom.

Karen Rodger

Known for grouping -

putting kids in differentiated groups

Barbara Clark

Giftedness is a result of biological differences due to the relationsihp between genetics and environmental influences.

Gifted people must continue to develop abilities or risk losing them

Asynchoronous development among abilities