Goal 2 Module 4

MODULE 2.4

SENSITIVITY

 

Objectives

  1. Understand the concept of sensitivity.
  2. Understand how various parts of the identification process can help or hurt identification sensitivity.

 

Learning Tasks

  1. Watch Goal 2 Module 4 Video
  2. Complete Goal 2 Module 4 Application Activity (recommended)
  3. Read Goal 2 Module 4 Additional Resources (recommended)

GOAL 2 MODULE 4

Watch the following video over sensitivity.

 

 

Download the Goal 2 Module 4 Application Activity

 

Goal 2 Module 4 Additional Resources

McBee, M. T., Peters, S. J., & Miller, E. M. (2016). The impact of the nomination stage on gifted program identification: A comprehensive psychometric analysis. Gifted Child Quarterly, 60(4), 258-278. https://doi.org/10.1177/0016986216656256

McBee, M. T., Peters, S. J., & Waterman, C. (2014). Combining scores in multiple-criteria assessment systems: The impact of combination rule. Gifted Child Quarterly, 58(1), 69–89. https://doi.org/10.1177/0016986213513794

Peters, S. J., Stambaugh, T., Makel, M. C., Lee, L. E., McBee, M., McCoach, D. B., & Johnson, K. (2023). The CASA criteria for evaluating gifted and talented identification systems: Cost, alignment, sensitivity, and access. Gifted Child Quarterly 67(2), 137-150. https://doi.org/10.1177/00169862221124887

 

NEXT STEPS

After completing this module, you'll proceed to Module 5: Access.

 

 

 

This work was supported by a grant from the U.S. Department of Education (award number S206A200007 – 21) as part of the Jacob K. Javits Gifted and Talented Students Education Program. The contributors to this site include Kiana Johnson, Lindsay Lee, Matt Makel, Matthew McBee, Betsy McCoach, Scott Peters, & Tamra Stambaugh.