Goal 3 Module 1

MODULE 3.1

MEASUREMENT 101

 

Objectives

  1. Understand the measurement and assessment concepts used in Optimal Identification.
  2. Understand how these concepts influence gifted and talented identification decisions.

 

Learning Tasks

  1. Watch Goal 3 Module 1 Part I Video
  2. Watch Goal 3 Module 1 Part II Video
  3. Watch Goal 3 Module 1 Part III Video
  4. Complete Goal 3 Module 1 Application Activity (recommended)
  5. Read Goal 3 Module 1 Additional Resources (recommended)

GOAL 3 MODULE 1 PART I

Watch the following video over Measurement 101 Part I.

 

 

GOAL 3 MODULE 1 PART II

Watch the following video over Measurement 101 Part II.

 

 

GOAL 3 MODULE 1 PART III

Watch the following video over Measurement 101 Part III.

 

 

Goal 3 Module 1 Application Activity

Gifted Identification Psychometric Explorer

Go to: https://mmcbee.shinyapps.io/gifted_identification_explorer/

Alter different facets of the identification system. For instance, see what happens when you lower the system's reliability. How does that alter sensitivity?

 

Goal 3 Module 1 Additional Resources

Grissom, J. A., & Redding, C. (2016). Discretion and disproportionality: Explaining the underrepresentation of high-achieving students of color in gifted programs. AERA Open, 2(1), 1–25. https://doi.org/10.1177/2332858415622175

Johnsen, S. K., & Ryser, G. R. (1997). The validity of portfolios in predicting performance in a gifted program. Journal for the Education of the Gifted, 20(3), 253-267. https://journals.sagepub.com/doi/pdf/10.1177/016235329702000304

Lee, L. E., Ottwein, J. K., & Peters, S. J. (2020). Eight universal truths of identifying students for advanced academic interventions. In J. H. Robins & J. L. Jolly (Eds.), Methods and materials for teaching the gifted. Prufrock Press.

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 rules. Gifted Child Quarterly, 58(1), 69-89. https://doi.org/10.1177/0016986213513794

McCoach, D. B., Gambino, A. J., Peters, S. J., Long, D. & Siegle, D. (2023). How much teacher is in Teacher Rating Scales? (EdWorkingPaper: 23-828). Annenberg Institute at Brown University. https://doi.org/10.26300/6vpz-en33

 

NEXT STEPS

After completing this module, you'll proceed to Module 2: Common Data Points Used in Gifted Identification.

 

 

 

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.