"Planting the Seed" Discussion of G/T Identification by Jillian Eckert

DIRECTIONS

jeckert6_1 — 2025-09-15 02:20:07 UTC

Consider what we have talked about for the identification process, particularly our first discussion on assessment types...

1) Take a minute to go back into the reading and find a quote (1-2 sentences) about the equitability of gifted identification. This can be about a specific assessment or the process overall.

2) Press the + in the bottom right corner and copy the quote. When you are done, press publish.

3) Reply to 2-3 people's posts. Provide your insight and interpretation of the quote.

4) Respond to what others have said about your quote. How has your interpretation changed?

Once everyone has completed their post (about 5-7mins, but can be adapted!), we will share out our quote, a summary of the interpretations, and what your reaction it is.

Page 41

2025-09-15 22:37:24 UTC

“A core reason for applying multiple criteria is to identify more minority and economically disadvantaged students, who are overlooked when one or two elements of restrictive criteria (IQ and/or achievement scores) are used. The underrepresentation problem has plagued gifted education for decades.”

2025-09-15 22:39:42 UTC

p. 43: "Culturally different learners do tend to score, on average, about one standard deviation lower than middle class students on standardized intelligence tests."

mkasard9 — 2025-09-15 22:40:00 UTC

"In some classes and with some creativity conscious teachers, it may be easily apparent which students are highly creative and which are not. Creativity tests can be used to confirm a teacher's suspicions about the creativeness of one or more students. The tests also may be used to identify creative students whose unique talents are not visible in classrooms." pg. 50

jeckert6_1 — 2025-09-15 22:42:28 UTC

"...a teacher in an upper-middle class neighborhood may be accustomed to very bright students who learn quickly...On the other hand, a teacher accustomed to working with slow learners may believe that a particular student is unusually able" (p. 49).