Viewstemplate For Teachers To Identify Gifted Students
Author(s):
Andrea Hatvani (presenting / submitting) Maria David (presenting) Katalin Héjja-Nagy
Conference:
ECER 2012
Network:
09. Assessment, Evaluation, Testing and Measurement
Format:
Paper

Session Information

09 SES 10 C, Teachers’ and Students’ Competencies and Attitudes

Parallel Paper Session

Time:
2012-09-20
15:30-17:00
Room:
FCT - Seminario 2
Chair:
Ariane S. Willems

Contribution

In our presentation we introduce the results of a research and developing activity which was organized within an project called TÁMOP 3.4.4 /B 08/1- 2009- 0114  ‘Networking cooperation for helping gifted students in Heves county” in Hungary.

Our aim was to develop an assessment tool to help the recognition and the identification of gifted students among students at primary and secondary schools. We labeled this tool “Educational observation viewstemplate of identification gifted students”. Primarily it provides an opportunity to recognize gifted students among the studied population and based on data (together with other data like marks, competition results etc.) these students can be selected to take part in the local gift care program of the school. ‘The identification of gifted students basically a long process (taking ages) which can be compartmentalized   by assessment, estimation, identification phases.’ (Ferenc Mezo,2008. pp. 13) Being based on this our tool can be used in the identification phase to assess and evaluate giftedness. The development of this tool is based on 3 gift models and we wanted to identify through the observational activities the intrapersonal features being found in the models. Beyond the models we used theoretical description and list of characteristics concerning socially disadvantaged students.

The first gift conception leaning on was by Van Tassel-Baska. He identified the cognitive and affective characteristics of gifted children. The second conception was by Endre Czeizel (1997). It was called 2X4+1 talentum model including inner personal features and  external environmental factors. We only used the inner personal features from the model. The third was Gagné’s development model being based on it we used the observational fields of abilities and the intrapersonal catalysts in the tool of Educational observation viewstemplate of identification gifted students. For identification the characteristics of socially disadvantages gifted students we took as a basis Laszlo Toth (1998) special literature review and the experiences of the Janos Arany Gift Care Program (www.ajtp.hu).

We took a pilot study using the developed observational viewstemplate. The pilot study’s aim was to work up the final structure of the observational viewstemplate to determine the standards and to prove the validity of the tool.

We assumed that the students being gifted in their teachers’ judgment get higher score in every factors of observational viewstemplate, than students not being gifted by the teachers’ opinion.

Method

The developed assessment tool is an activity list referring to gifted personal characteristics and teachers can evaluate the frequency with the help of a five point scale in the case of the student. The observational viewstemplate include two main categories: affective and cognitive characteristics. The cognitive category refers to items in connection with abilities and creativity. The affective category refers to items in connection with motivation, interest, volition and other personal characteristics. In the pilot study asked teachers to fill in the observational viewpoints about their students. Participants were chosen randomly from the whole country. We collected data about 259 students. The students average age were 15,47. To analyze data we used statistical analysis We analyzed severally the original factors using Main Principal component analysis.

Expected Outcomes

According to feedback the list was to long, that s why we decreased the number of the items. The next factors can be found in the final version creativity, general abilities, literary abilities, mathematical abilities, drawing and visual abilities, musical abilities kinetic abilities social abilities motivation interest characteristics of socially disadvantaged gifted student. To prove our hypothesis we used two sample t test. We compare the data of students who were judged as gifted by their teachers with the data of students who were not judged as gifted by their teachers. Our hypothesis was proved. In every factors of the observational viewstemplate the difference between students being judged as gifted and student not being judged as gifted were significant (p 0.001). Based on these results we think the developed observational viewstemplate is adequate for identification of gifted students at the level of teachers’ competence. The mean of the factors of the observational viewstemplate can be regarded as standards in the case of selection and identification gifted students during educational studies.

References

Czeizel, E.(1997) Sors és tehetség, Fitt Image és Minerva Kiadó, Budapest Mező, F.: (2004) A tehetség tanácsadás kézikönyve Tehetségvadász Stúdió, és Kocka Kör Tehetséggondozó Kulturális Egyesület, Debrecen Turmezeyné Heller, E. – Balogh, L.: (2009) Zenei Tehetséggondozás és képességfejlesztés, Kocka Kör és Faculty of Central European Studies, Constantine the Philosopher University in Nitra, Debrecen. Mező, F. (editor). (2008) Tehetségdiagnosztika. Kocka Kör és Faculty of Central European Studies, Constantine the Philosopher University in Nitra, Debrecen. Tóth, L .: (1998) A tehetségesek tanítása, Kossuth Egyetemi Kiadó, Debrecen Dávid, M. – Estefán Varga, M. – Farkas, Zs. – Hídvégi, M. – Lukács, I. (2006) Hatékony tanuló-megismerési technikák, Kézikönyv – Oktatási segédletek pedagógus továbbképzésben résztvevők számára (HEF OP 2.1.1. központi program „A” komponens keretében kifejlesztve) Sulinova, Budapest, www.ajtp.hu

Author Information

Andrea Hatvani (presenting / submitting)
Eszterházy Károly College, Hungary
Maria David (presenting)
Eszterházy Károly College, Hungary
Katalin Héjja-Nagy
Eszterházy Károly College, Hungary

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