Prepoznavanje naderjenih na Nizozemskem
Identification of giftedness in school
Ljubljani, 11 februarja 2014
Drs. Mariska Poelman
Special Education, Psychologist,
CBO Group screening coordinator
Centre for the Study of Giftedness,
CBO Nijmegen, The Netherlands
Centre for the Study of Giftedness (CBO)
Academisch Centrum Sociale Wetenschappen
Radboud University Nijmegen, Netherlands Instituut voor Toegepaste Sociale Wetenschappen
Goal
Learn about identification of Giftedness in the
Netherlands
Raise your enthusiasm for group screening
Content
Why, what and how?
Screening, and than?
Questions and discussion
Dutch Schoolsystem
• School is compulsory from age 4 years -18 years
• Primary school grade 1- 8 Special education
(age 4 – 12) Basic education: “plus”
classes
Leonardo education
• Secundary school grade 1 - 4 VMBO
(age 12 – 16/17/18) grade 1 - 5 HAVO
grade 1 - 6 VWO : atheneum
: gymnasium
• VWO (HAVO) offers moreover: VWO+, TTO, Technasium, LOOT, …
Identification of excellence / giftedness
• Giftedness is still mostly seen as IQ > 130
• Prof. Dr. Mönks
Identification of excellence / giftedness
• Primary school - CITO student performance monitor system
- DHH Digital Protocol Giftedness
- Individual basis; psychological maesurement
- CITO grade 8 maesurement
- NIO intelligence test
- “Drempel” test (school level test)
- ….
• Secondary school - CITO grade 8 and primary school
- Teacher advice primary school
- CITO intelligence test
- CBO Group screening
- ….
School advice cognitively excellent students (platform Beta techniek, december 2012)
The Autonomous
The Successful
The Creative
The Underground
The At-Risk
The Twice/Multi Exceptional
Profiles of Gifted Students Betts & Neihart,1998, revised 2010
• Has appropriate social skills
• Works independently
• Develops own goals
• Follows through
• Works without approval
• Follows strong areas of passion
• Is creative
• Stands up for convictions
• Takes risks
The Autonomous Students Student
The Succesful Student
• High achiever
• Perfectionist
• Seeks teacher approval and
structure
• Non-risk taking
• Does well academically
• Accepts & conforms
• Dependent
The Creative Student
• Corrects teacher
• Questions rules, policies
• Is honest, direct
• Has mood swings
• Demonstrates inconsistent work
habits
• Has poor self control
• Is creative
• Prefers highly active &
questioning approach
• Stands up for convictions
• Is competitive
The Student who goes ‘Underground’
• Denies talent
• Drops out of G/T and
advanced classes
• Resists challenges
• Wants to belong socially
• Changes friends
The Student at Risk
• Irregular attendance
• Doesn’t complete tasks
• Pursues outside interests
• “spaced out” in class
• Is self abusive
• Isolates self
• Is creative
• Criticizes self & others
• Performs inconsistently
• Is disruptive, acts out
• Seems average or below
• Is defensive
The Twice/Multi Exceptional Student
• Demonstrates inconsistent performance
• Seems average or below
• May be disruptive or acts out
What we would like to prevent …..
Successful Student Autonomous Student
Underground Student Creative Student
Student at Risk (Drop-out) Double/Multi Exceptional
Raise understanding of student potential
Provide insight in strengths and weaknesses
Provide insight in motivation and personality characteristics
Detect underachievers in early stage
Select students for special programs and projects
Group screening objectives
Talent Performance
Personality
Environment
Gagné, 2008 Heller, 1995
Development of gifted performance
Mönks, 1993
80 15 SVL Well-being in school Does the student feel at home?
89 15 PMT-k
41 10 FES Interest in learning
Performance motivation
80 15 SVL School motivation Is the student motivated?
- 10 TCT-DP Creativity
60 50 Raven
294 140 IST
180 85 IST (part) Intellectual abilities Is the student eligible for a
program for gifted students?
Which capabilities does the
student have and in which
direction?
Number
of items
Time in min. Instrument Examine variable Questions from practice
(schools)
Group screening options (1/2)
89 15 PMT-K
80 15 SVL Self (academic)
102 20 SDQ
Test anxiety Test anxiety
102 20 SDQ Self (academic, social,
personal)
Number
of items
Time in min. Instrument Examine variable Questions from practice
(schools)
Personality
Group screening options (2/2)
Knowledge 84 13 Knowledge test
Memory
10
10
13
10 Verbal memory
11 Numerical memory
12 Graphical memory
Figure
20
20
20
7 Figure recognition (complex)
8 Cubes (more complex)
9 Visual patterns
Numerical
20
20
20
4 Calculation exercises (complex)
5 Number sequencing (more complex)
6 Operators (more complex)
Verbal
20
20
20
1 Sentence completion (complex)
2 Verbal analogies (more complex)
3 Similarities (more complex)
Accumulated scores Number of items Subtests
IST: Intelligence Structure Test
http://www.hogrefe.co.uk/intelligence-structure-test-ist-r.html
TCT-DP: Test for Creative Thinking - Drawing Production
Jellen, H., Urban, K.K., 1986
SVL - school motivation, wellbeing and selfconcept
Compare the sentence with your opinion and choose the
answer that fits best.
Example:
I like to do my homework most of the time
A That is true
B I don’t know
C That is not true
FES - interest in learning / Inquisitiveness
For each of the following statements, indicate if these apply
to you. It is not important if you are capable in the activity. It
is more important if you like the activity.
Example:
Books en sites about foreign countries have my interest
A This is true
B This is false
How?
Teachers maesure their students, test results go to the CBO for
scoring and processing and we go to the school to discuss the
results.
Standard norm Group norm
Within group
Screening approach CBO
Screening result
Ideas for the future
• Group-screening in other countries with a similar test
battery to increase volume of research data
• Conducting joint research with the aim to stimulate teachers
to identify the gifted and offer suitable adjusted curriculum
• Further the awareness of effects of identification and
curriculum adjustment on motivation, inquisitiveness,
wellbeing, self-concept and school results of the gifted
Summary
Content Why should schools screen there students?
Different profiles of gifted students
Goal
?! Raise your enthusiasm for group screening
“You‘ll only see it once you know it”
Subotnik, R. (2011), Rethinking Giftedness and Gifted Education:
A Proposed Direction Forward Based on Psychological Science.
Bets andNeihart (2008, 2010) ……..
Thank you for your attention ! And if you like to do a group screening in your school, let’s cooperate
Drs. Mariska Poelman
Coordinator CBO group screening
Center for the Study of Giftedness
Radboud University Nijmegen, The Netherlands
www.ru.nl/its/cbo
Questions?
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