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?