Investigates the validity of the Weschler Intelligence Scale in qualifying students for gifted programs.
Written in 2004; 1,528 words; 12 sources; APA; $ 50.95
Paper Summary:
Many education districts in the United States use an individually administered Weschler Intelligence Scale for Children-Third Edition, commonly referred to as the WISC-III. The score from this test is used as the determinant factor as to whether or not to allow these students to enter the gifted program in their district. The paper shows that, in more recent years, this method has come under fire by education specialists, as well as parents, as being to limiting in its scope and ability to identify a gifted child. Some believe it is used because it is one of the easiest evaluation methods, taking about an hour in a room with the child. Others believe it is a mistaken belief by advocates of the test that it is the only true way to measure one's intellectual ability and, therefore, giftedness. This paper presents a proposed study of the validity of using the WISC-III for the purpose of choosing students for gifted programs in schools.
From the Paper:
"For example, in some states, gifted students must have an IQ of 130 or higher; some states require achievement test scores at the 95th percentile or higher; in other states, students must score at or above the 98th percentile. Further, some states identify the highest 3% of the student population; other states identify 5%(Ford, 1998). Some states require schools to use four sources or types of information during the decision-making process; others require five sources or types of information. Thus, a student can be identified as gifted in one state (or even neighboring school district), but not in another based upon the definition adopted. Further, when and how that student is screened, identified, and served varies from one school district to another(Ford, 1998)."
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