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Scales for Rating the Behavioral Characteristics of Superior Students. Technical and Administration Manual. Revised Edition.

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Abstract

This manual describes development and use of the revised "Scales for Rating the Behavioral Characteristics of Superior Students" (SRBCSS-R), a teacher judgment instrument appropriate for use as one measure in the identification of gifted students. Part 1 explains the judgmental and empirical procedures used to revise the items on the original SRBCSS-R and the methods for conducting two field test administrations of the revised scales. It also presents the results from the analyses and the reliability and validity evidence. Two tables summarize the construct validity data and the criterion-related data on teacher judgment measures. Part 2 provides instructions for administering and interpreting the SRBCSS-R and describes purposes for using the scales, guidelines for using the scales correctly, a teacher training exercise, and how to establish local norms. Five appendices include: the second field test version of the SRBCSS-R, a brief scale for rating student performance in a gifted program, a sample SRBCSS-R, the full teacher-training exercise for using the SRBCSS-R, guidelines for calculating local percentile rank norms, and an article, "A Practical System for Identifying Gifted and Talented Students" by Joseph S. Renzulli. (DB)
Student Information
Student’s Name (or Assigned Code No.):
____________________________________________________
Date of Rating ___________ / ___________ / ___________
YEAR MONTH DAY
Date of Birth ___________ / ___________ / ___________
YEAR MONTH DAY
Age in Years _________
Grade q K q 1 q 2 q 3 q 4 q 5 q 6
q 7 q 8 q 9 q 10 q 11 q 12
Rater’s Name: _______________________________________
Relationship to Student: ____________________________
Examiner’s Name: ___________________________________
School Name: _______________________________________
Summary of Scores
I Learning Characteristics
II Creativity Characteristics
III Motivation Characteristics
IV Leadership Characteristics
V Artistic Characteristics
VI Musical Characteristics
VII Dramatics Characteristics
VIII Communication Characteristics (Precision)
IX Communication Characteristics (Expressiveness)
X Planning Characteristics
XI Mathematics Characteristics
XII Reading Characteristics
XIII Technology Characteristics
XIV Science Characteristics
Directions
These scales are designed to obtain teacher estimates of a student’s characteristics in the areas of learning, motivation, creativity,
leadership, art, music, drama, communication, planning, mathematics, reading, technology, and science. The items are derived
from the research literature dealing with characteristics of gifted and creative individuals. It should be pointed out that a con-
siderable amount of individual differences can be found within this population, and therefore, the profiles are likely to vary a
great deal. Each item in the scales should be considered separately and should reflect the degree to which you have observed
the presence or absence of each characteristic. Because the 14 dimensions of the instrument represent relatively different sets
of behaviors, the scores obtained from the separate scales should not be summed to yield a total score. In addition, we have
purposefully avoided developing national norms for this instrument. If you choose to develop local norms, they should be con-
structed for individual schools and grade levels. Instructions for calculating local norms can be found in the Scales for Rating the
Behavioral Characteristics of Superior Students—Revised Edition: Technical and Administration Manual.
Read each item in each scale and place an “x” in the box that corresponds with the frequency to which you have observed the
behavior. Each item should be read with the beginning phrase, “The student demonstrates . . .” or “The student . . .”.
© 2013 Prufrock Press Inc. Additional copies of this form may be purchased from Prufrock Press Inc.,
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SCALES FOR RATING THE BEHAVIORAL CHARACTERISTICS
OF SUPERIOR STUDENTS
(Renzulli Scales)
Joseph S. Renzulli / Linda H. Smith / Alan J. White / Carolyn M. Callahan / Robert K. Hartman / Karen L. Westberg
M. Katherine Gavin / Sally M. Reis / Del Siegle / Rachel E. Sytsma
SAMPLE
Do Not Reproduce.
STUDENT’S NAME (OR ASSIGNED CODE NO.): ________________________________________________________________________________
© 2013 Prufrock Press Inc. Reproduction in any form is prohibited without express permission of the publisher.
LEARNING CHARACTERISTICS
The student demonstrates . . . Never Very Rarely Rarely Occasionally Frequently Always
1. advanced vocabulary for his or her age or grade
level.
2. the ability to make generalizations about events,
people, and things.
3. a large storehouse of information about a specific
topic.
4. the ability to grasp underlying principles.
5. insight into cause and effect relationships.
6. an understanding of complicated material through
analytical reasoning ability.
7. a large storehouse of information about a variety of
topics.
8. the ability to deal with abstractions.
9. recall of factual information.
10. keen and insightful observations.
11. the ability to transfer learning from one situation to
another.
Add Column Total:
Multiply by Weight: 123456
Add Weighted Column Totals:
Scale Total:
1 11 1 1
Scoring:
Add the total number of x’s in each column to obtain the “Column Total.”
Multiply the “Column Total” by the “Weight” for each column to obtain the “Weighted Column Total.”
Sum the “Weighted Column Totals” across to obtain the Score for each dimension of the scale.
Enter the Scores for each dimension on the cover sheet.
SAMPLE
Do Not Reproduce.
STUDENT’S NAME (OR ASSIGNED CODE NO.): ________________________________________________________________________________
© 2013 Prufrock Press Inc. Reproduction in any form is prohibited without express permission of the publisher.
CREATIVITY CHARACTERISTICS
The student demonstrates . . . Never Very Rarely Rarely Occasionally Frequently Always
1. imaginative thinking ability.
2. a sense of humor.
3. the ability to come up with unusual, unique, or clever
responses.
4. an adventurous spirit or a willingness to take risks.
5. the ability to generate a large number of ideas or
solutions to problems or questions.
6. a tendency to see humor in situations that may not
appear to be humorous to others.
7. the ability to adapt, improve, or modify objects or
ideas.
8. intellectual playfulness, a willingness to fantasize and
manipulate ideas.
9. a nonconforming attitude, does not fear being
different.
Add Column Total:
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Add Weighted Column Totals:
Scale Total:
1 11 1 1
Scoring:
Add the total number of x’s in each column to obtain the “Column Total.”
Multiply the “Column Total” by the “Weight” for each column to obtain the “Weighted Column Total.”
Sum the “Weighted Column Totals” across to obtain the Score for each dimension of the scale.
Enter the Scores for each dimension on the cover sheet.
SAMPLE
Do Not Reproduce.
STUDENT’S NAME (OR ASSIGNED CODE NO.): ________________________________________________________________________________
© 2013 Prufrock Press Inc. Reproduction in any form is prohibited without express permission of the publisher.
MOTIVATION CHARACTERISTICS
The student demonstrates . . . Never Very Rarely Rarely Occasionally Frequently Always
1. the ability to concentrate intently on a topic for a long
period of time.
2. behavior that requires little direction from teachers.
3. sustained interest in certain topics or problems.
4. tenacity for finding out information on topics of
interest.
5. persistent work on tasks even when setbacks occur.
6. a preference for situations in which he or she can
take personal responsibility for the outcomes of his or
her efforts.
7. follow-through behavior when interested in a topic or
problem.
8. intense involvement in certain topics or problems.
9. a commitment to long-term projects when interested in
a topic.
10. persistence when pursuing goals.
11. little need for external motivation to follow through in
work that is initially exciting.
Add Column Total:
Multiply by Weight: 123456
Add Weighted Column Totals:
Scale Total:
1 11 1 1
Scoring:
Add the total number of x’s in each column to obtain the “Column Total.”
Multiply the “Column Total” by the “Weight” for each column to obtain the “Weighted Column Total.”
Sum the “Weighted Column Totals” across to obtain the Score for each dimension of the scale.
Enter the Scores for each dimension on the cover sheet.
SAMPLE
Do Not Reproduce.
STUDENT’S NAME (OR ASSIGNED CODE NO.): ________________________________________________________________________________
© 2013 Prufrock Press Inc. Reproduction in any form is prohibited without express permission of the publisher.
LEADERSHIP CHARACTERISTICS
The student demonstrates . . . Never Very Rarely Rarely Occasionally Frequently Always
1. responsible behavior, can be counted on to follow
through on activities/projects.
2. a tendency to be respected by classmates.
3. the ability to articulate ideas and communicate well
with others.
4. self-confidence when interacting with age peers.
5. the ability to organize and bring structure to things,
people, and situations.
6. cooperative behavior when working with others.
7. a tendency to direct an activity when he or she is
involved with others.
Add Column Total:
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Add Weighted Column Totals:
Scale Total:
1 11 1 1
Scoring:
Add the total number of x’s in each column to obtain the “Column Total.”
Multiply the “Column Total” by the “Weight” for each column to obtain the “Weighted Column Total.”
Sum the “Weighted Column Totals” across to obtain the Score for each dimension of the scale.
Enter the Scores for each dimension on the cover sheet.
SAMPLE
Do Not Reproduce.
STUDENT’S NAME (OR ASSIGNED CODE NO.): ________________________________________________________________________________
© 2013 Prufrock Press Inc. Reproduction in any form is prohibited without express permission of the publisher.
ARTISTIC CHARACTERISTICS
The student . . . Never Very Rarely Rarely Occasionally Frequently Always
1. likes to participate in art activities; is eager to visually
express ideas.
2. incorporates a large number of elements into artwork;
varies the subject and content of artwork.
3. arrives at unique, unconventional solutions to artistic
problems as opposed to traditional, conventional
ones.
4. concentrates for long periods of time on art projects.
5. willingly tries out different media; experiments with a
variety of materials and techniques.
6. tends to select art media for free activity or classroom
projects.
7. is particularly sensitive to the environment; is a keen
observer—sees the unusual, what may be overlooked
by others.
8. produces balance and order in artwork.
9. is critical of his or her own work; sets high standards
of quality; often reworks creation in order to refine it.
10. shows an interest in other students’ work—spends
time studying and discussing their work.
11. elaborates on ideas from other people—uses them as
a “jumping-off point” as opposed to copying them.
Add Column Total:
Multiply by Weight: 123456
Add Weighted Column Totals:
Scale Total:
1 11 1 1
Scoring:
Add the total number of x’s in each column to obtain the “Column Total.”
Multiply the “Column Total” by the “Weight” for each column to obtain the “Weighted Column Total.”
Sum the “Weighted Column Totals” across to obtain the Score for each dimension of the scale.
Enter the Scores for each dimension on the cover sheet.
SAMPLE
Do Not Reproduce.
STUDENT’S NAME (OR ASSIGNED CODE NO.): ________________________________________________________________________________
© 2013 Prufrock Press Inc. Reproduction in any form is prohibited without express permission of the publisher.
MUSICAL CHARACTERISTICS
The student . . . Never Very Rarely Rarely Occasionally Frequently Always
1. shows a sustained interest in music—seeks out
opportunities to hear and create music.
2. perceives fine differences in musical tone (pitch,
loudness, timbre, duration).
3. easily remembers melodies and can produce them
accurately.
4. eagerly participates in musical activities.
5. plays a musical instrument (or indicates a strong
desire to).
6. is sensitive to the rhythm of music; responds to
changes in the tempo of music through body
movements.
7. is aware of and can identify a variety of sounds
heard at a given moment—is sensitive to
“background” noises, to chords that accompany
a melody, to the different sounds of singers or
instrumentalists in a performance.
Add Column Total:
Multiply by Weight: 123456
Add Weighted Column Totals:
Scale Total:
1 11 1 1
Scoring:
Add the total number of x’s in each column to obtain the “Column Total.”
Multiply the “Column Total” by the “Weight” for each column to obtain the “Weighted Column Total.”
Sum the “Weighted Column Totals” across to obtain the Score for each dimension of the scale.
Enter the Scores for each dimension on the cover sheet.
SAMPLE
Do Not Reproduce.
STUDENT’S NAME (OR ASSIGNED CODE NO.): ________________________________________________________________________________
© 2013 Prufrock Press Inc. Reproduction in any form is prohibited without express permission of the publisher.
DRAMATICS CHARACTERISTICS
The student . . . Never Very Rarely Rarely Occasionally Frequently Always
1. volunteers to participate in classroom plays or skits.
2. easily tells a story or gives an account of some
experience.
3. effectively uses gestures and facial expressions to
communicate feelings.
4. is adept at role-playing, improvising, acting out
situations “on the spot.”
5. can readily identify himself or herself with the moods
and motivations of characters.
6. handles body with ease and poise for his or her
particular age.
7. creates original plays or makes up plays from stories.
8. commands and holds the attention of a group when
speaking.
9. is able to evoke emotional responses from listeners
can get people to laugh, frown, feel tense, etc.
10. can imitate others—is able to mimic the way people
speak, walk, gesture.
Add Column Total:
Multiply by Weight: 123456
Add Weighted Column Totals:
Scale Total:
1 11 1 1
Scoring:
Add the total number of x’s in each column to obtain the “Column Total.”
Multiply the “Column Total” by the “Weight” for each column to obtain the “Weighted Column Total.”
Sum the “Weighted Column Totals” across to obtain the Score for each dimension of the scale.
Enter the Scores for each dimension on the cover sheet.
SAMPLE
Do Not Reproduce.
STUDENT’S NAME (OR ASSIGNED CODE NO.): ________________________________________________________________________________
© 2013 Prufrock Press Inc. Reproduction in any form is prohibited without express permission of the publisher.
COMMUNICATION CHARACTERISTICS (PRECISION)
The student . . . Never Very Rarely Rarely Occasionally Frequently Always
1. speaks and writes directly and to the point.
2. modifies and adjusts expression of ideas for
maximum reception.
3. is able to revise and edit in a way that is concise, yet
retains essential ideas.
4. explains things precisely and clearly.
5. uses descriptive words to add color, emotion, and
beauty.
6. expresses thoughts and needs clearly and concisely.
7. can find various ways of expressing ideas so others
will understand.
8. can describe things in a few very appropriate words.
9. is able to express fine shades of meaning by using a
large stock of synonyms.
10. is able to express ideas in a variety of alternate
ways.
11. knows and can use many words closely related in
meaning.
Add Column Total:
Multiply by Weight: 123456
Add Weighted Column Totals:
Scale Total:
1 11 1 1
Scoring:
Add the total number of x’s in each column to obtain the “Column Total.”
Multiply the “Column Total” by the “Weight” for each column to obtain the “Weighted Column Total.”
Sum the “Weighted Column Totals” across to obtain the Score for each dimension of the scale.
Enter the Scores for each dimension on the cover sheet.
SAMPLE
Do Not Reproduce.
STUDENT’S NAME (OR ASSIGNED CODE NO.): ________________________________________________________________________________
© 2013 Prufrock Press Inc. Reproduction in any form is prohibited without express permission of the publisher.
COMMUNICATION CHARACTERISTICS (EXPRESSIVENESS)
The student . . . Never Very Rarely Rarely Occasionally Frequently Always
1. uses voice expressively to convey or enhance
meaning.
2. conveys information nonverbally through gestures,
facial expressions, and “body language.”
3. is an interesting storyteller.
4. uses colorful and imaginative figures of speech such
as puns and analogies.
Add Column Total:
Multiply by Weight: 123456
Add Weighted Column Totals:
Scale Total:
1 11 1 1
Scoring:
Add the total number of x’s in each column to obtain the “Column Total.”
Multiply the “Column Total” by the “Weight” for each column to obtain the “Weighted Column Total.”
Sum the “Weighted Column Totals” across to obtain the Score for each dimension of the scale.
Enter the Scores for each dimension on the cover sheet.
SAMPLE
Do Not Reproduce.
STUDENT’S NAME (OR ASSIGNED CODE NO.): ________________________________________________________________________________
© 2013 Prufrock Press Inc. Reproduction in any form is prohibited without express permission of the publisher.
PLANNING CHARACTERISTICS
The student . . . Never Very Rarely Rarely Occasionally Frequently Always
1. determines what information or resources are
necessary for accomplishing a task.
2. grasps the relationship of individual steps to a whole
process.
3. allows time to execute all steps involved in a process.
4. foresees consequences or effects of action.
5. organizes his or her work well.
6. takes into account the details necessary to
accomplish a goal.
7. is good at games of strategy where it is necessary to
anticipate several moves ahead.
8. recognizes the various alternative methods for
accomplishing a goal.
9. can pinpoint where areas of difficulty might arise in a
procedure or activity.
10. arranges steps of a project in a sensible order or time
sequence.
11. is good at breaking down an activity into step-by-step
procedures.
12. establishes priorities when organizing activities.
13. shows awareness of limitations relating to time, space,
materials, and abilities when working on group or
individual projects.
14. can provide details that contribute to the development
of a plan or procedure.
15. sees alternative ways to distribute work or assign
people to accomplish a task.
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SAMPLE
Do Not Reproduce.
STUDENT’S NAME (OR ASSIGNED CODE NO.): ________________________________________________________________________________
© 2013 Prufrock Press Inc. Reproduction in any form is prohibited without express permission of the publisher.
MATHEMATICS CHARACTERISTICS
The student . . . Never Very Rarely Rarely Occasionally Frequently Always
1. is eager to solve challenging math problems. (A
problem is defined as a task for which the solution is
not known in advance.)
2. organizes data and information to discover
mathematical patterns.
3. enjoys challenging math puzzles, games, and logic
problems.
4. understands new math concepts and processes more
easily than other students.
5. has creative (unusual and divergent) ways of solving
math problems.
6. displays a strong number sense (e.g., makes sense
of large and small numbers, estimates easily and
appropriately).
7. frequently solves math problems abstractly, without
the need for manipulatives or concrete materials.
8. has an interest in analyzing the mathematical
structure of a problem.
9. when solving a math problem, can switch strategies
easily, if appropriate or necessary.
10. regularly uses a variety of representations to explain
math concepts (written explanations, pictorial, graphic,
equations, etc.).
Add Column Total:
Multiply by Weight: 123456
Add Weighted Column Totals:
Scale Total:
1 11 1 1
Scoring:
Add the total number of x’s in each column to obtain the “Column Total.”
Multiply the “Column Total” by the “Weight” for each column to obtain the “Weighted Column Total.”
Sum the “Weighted Column Totals” across to obtain the Score for each dimension of the scale.
Enter the Scores for each dimension on the cover sheet.
SAMPLE
Do Not Reproduce.
STUDENT’S NAME (OR ASSIGNED CODE NO.): ________________________________________________________________________________
© 2013 Prufrock Press Inc. Reproduction in any form is prohibited without express permission of the publisher.
READING CHARACTERISTICS
The student . . . Never Very Rarely Rarely Occasionally Frequently Always
1. eagerly engages in reading related activities.
2. applies previously learned literary concepts to new
reading experiences.
3. focuses on reading for an extended period of time.
4. pursues advanced reading material.
5. demonstrates tenacity when posed with challenging
reading.
6. shows interest in reading other types of interest-based
reading materials.
Add Column Total:
Multiply by Weight: 123456
Add Weighted Column Totals:
Scale Total:
1 11 1 1
Scoring:
Add the total number of x’s in each column to obtain the “Column Total.”
Multiply the “Column Total” by the “Weight” for each column to obtain the “Weighted Column Total.”
Sum the “Weighted Column Totals” across to obtain the Score for each dimension of the scale.
Enter the Scores for each dimension on the cover sheet.
SAMPLE
Do Not Reproduce.
STUDENT’S NAME (OR ASSIGNED CODE NO.): ________________________________________________________________________________
© 2013 Prufrock Press Inc. Reproduction in any form is prohibited without express permission of the publisher.
TECHNOLOGY CHARACTERISTICS
The student . . . Never Very Rarely Rarely Occasionally Frequently Always
1. demonstrates a wide range of technology skills.
2. learns new software without formal training.
3. spends free time developing technology skills.
4. assists others with technology-related problems.
5. incorporates technology in developing creative
products/assignments/presentations.
6. eagerly pursues opportunities to use technology.
7. demonstrates more advanced technology skills than
other students his or her age.
Add Column Total:
Multiply by Weight: 123456
Add Weighted Column Totals:
Scale Total:
1 11 1 1
Scoring:
Add the total number of x’s in each column to obtain the “Column Total.”
Multiply the “Column Total” by the “Weight” for each column to obtain the “Weighted Column Total.”
Sum the “Weighted Column Totals” across to obtain the Score for each dimension of the scale.
Enter the Scores for each dimension on the cover sheet.
SAMPLE
Do Not Reproduce.
STUDENT’S NAME (OR ASSIGNED CODE NO.): ________________________________________________________________________________
© 2013 Prufrock Press Inc. Reproduction in any form is prohibited without express permission of the publisher.
SCIENCE CHARACTERISTICS
The student . . . Never Very Rarely Rarely Occasionally Frequently Always
1. demonstrates curiosity about scientific processes.
2. demonstrates creative thinking about scientific
debates or issues.
3. demonstrates enthusiasm in discussion of scientific
topics.
4. is curious about why things are as they are.
5. reads about science-related topics in his or her free
time.
6. expresses interest in science projects or research.
7. clearly articulates data interpretation.
Add Column Total:
Multiply by Weight: 123456
Add Weighted Column Totals:
Scale Total:
1 11 1 1
Scoring:
Add the total number of x’s in each column to obtain the “Column Total.”
Multiply the “Column Total” by the “Weight” for each column to obtain the “Weighted Column Total.”
Sum the “Weighted Column Totals” across to obtain the Score for each dimension of the scale.
Enter the Scores for each dimension on the cover sheet.
SAMPLE
Do Not Reproduce.
... The use of standardized assessment scales and observation checklists compiled by teachers is very common internationally (Gilliam et al., 1996;Gilliam & Jerman, 2015;Pfeiffer & Jarosewich, 2003;Renzulli et al., 2002;Ryser & McConnell, 2004). These tools are functional in a multi-informant and multimethod process of evaluation, because they are highly suitable for grasping the complexity that constitutes intellectual giftedness (Eklund et al., 2015) and allow improvements in the quality of data collected via teachers by objectifying those data. ...
... However, such instruments are poorly documented in the literature. Among the most recently revised, the Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS; Renzulli et al. 2002) were developed to guide teachers in identifying specific student talents from kindergarten to the 12th grade. The Renzulli Scales are designed to obtain teacher estimates of a student's characteristics in the following areas: learning; creativity; motivation; leadership; artistic; musical; dramatics; communication; planning; mathematics; reading; technology and science. ...
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The term "gifted" refers to individuals who give evidence of higher performance in specific fields or domains considered relevant for his/her culture of origin. The teachers' opinion is a valuable aid in identifying giftedness, thanks to the privileged perspective from which they can observe students. The standardized assessment scales compiled by teachers are functional in a multi-informant and multi-method process of evaluation, because they are highly suitable for grasping the complexity that constitutes intellectual giftedness. The present study investigated the psychometric characteristics of the Ital-ian version of the GATES-2, a tool to identify talented and gifted students, in a sample of 925 students, who participated in the Italian adaptation of the instrument. Statistical analyses were conducted to test internal consistency, score stability, and the discriminative validity. The excellent reliability and validity measures of the GATES-2 confirmed its usefulness in recognizing the talent of students. The GATES-2 represents an ideal aid, as it evaluates the five characteristics of giftedness recognized in national definitions.
... Several scales for evaluating this objective are available worldwide. We can cite such scales as The Gifted Evaluation Scale (McCarney & Anderson, 1998), The Gifted Rating Scales (Pfeiffer & Jarosewich, 2003), The Gifted and Talented Evaluation Scales (Gilliam et al., 1996), the Scales for Identifying Gifted Students (Ryser & McConnell, 2004), and the Scales for Rating the Behavioral Characteristics of Superior Students (Renzulli et al., 2002). Additional scales include the Cognitive/ Learning Abilities Scale (Almeida et al., 2000), The Universal Multiple Abilities Scales Examiner's Manual (MacCallum & Bracken, 2012), The Universal Talented & Gifted Screener (Bracken & McCallum, 2018), the HOPE Teacher Rating Scale (Gentry et al., 2015), and The Hispanic Bilingual Gifted Screening Instrument (Irby & Lara-Alecio, 1996). ...
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Objective: The present study aimed to add new evidence of construct validity of the Teacher’s Rating Giftedness Screening Scale. The analysis of its items, in relation to the adjustment indices to the Graduated Response Model, as well as to interpret the sense of the scales formed by the items. Method: The sample was composed of 666 students (64.7% males). The instrument consisted of 42 items that assess five areas (general intellectual abilities, leadership, creativity, specific academic abilities, and artistic talent), being answered by 224 teachers. Results: The results indicated that all items had infit/outfit adjustment indexes within the expected value, between 0.5 and 1.5. The factor accuracy, estimated by the graduated response model, varied between 0.74 to 0.85. Conclusion: The results allowed the elaboration of an interpretation proposal referenced in the item, as well as the identification of the most effective items in discriminating individuals with above average ability level.
... To begin incorporating technology talent into gifted programs, schools would need to identify students who have demonstrated potential or aptitude in technology. A variety of instruments exist that may be helpful for recognizing potential, such as TechCheck (Relkin et al., 2020), the technology subscale of Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS; Renzulli et al., 2021), or even the Assessing Development of Computational Practices rubric (Brennan et al., n.d.). The TechCheck assessment was designed for primary grades and presents challenges that require the same computational thinking processes as programming, but do not require any coding experience. ...
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As technologically gifted students apply their abilities to computer science, they naturally flow through the talent development stages of potential, competency, and expertise. Processes that have always been important for gifted students to learn as they develop potential are embedded in learning code, which engages the beginning programmer in rich and complex authentic projects (Housand et al., 2017). As stakeholders present opportunities for open-ended, creative processes and products, the Computer Science Teachers Association (CSTA; 2017) and International Society for Technology in Education (ISTE; 2016) Standards can form guidelines for gifted students to self-direct their education through technology. Learning to code results in both cognitive and psychosocial skill development, including creative and critical thinking, logical and systematic reasoning, positive risk-taking and processing of feedback, perseverance through challenges, social skills, and collaboration.
... The average IQ rating is about a hundred. Scores achieved above the average of 100 are rated as high and can be considered low below the average of 100 [24][25][26][27][28] . ...
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Identifying the talented university students plays an important role in higher education. Special curriculum can be developed for these students as an outcome from the identification process. This curriculum can be compacted, clustered, and accelerated to match and exploit students’ abilities. Current methods for identifying talented students are based on simple identification test in the form of a questionnaire, which is developed for specific age. However, this method of identification cannot cover all aspects of student abilities and inaccurate as it not an iterative process. In this paper, a machine learning approach is proposed for identifying talented students based on their academic performance, which is evaluated repeatedly through their study. In this approach, we measure a set of features representing student abilities, then cluster them based on their features similarity. The proposed approach is applied on a set of 100 university students and shows promising results in identifying the talented group. To emphasize their talent, this group is guided to participate in national competitions that match their abilities, and they could achieve significant ranks.
... The data collection instrument for this study required JROTC-specific questions and existing measures of adolescent and emerging adult leadership (e.g., Leadership Skills Inventory, Karnes & Chauvin, 2000; Scales for Rating Behavioral Characteristics of Superior Students -Revised, Renzulli et al., 2002;Roets Rating Scale for Leadership, Roets, 1986) were not specific enough to capture the data needed to answer the research questions, so a self-report survey was created. Although the researcher-created survey was extensively reviewed by professionals in educational research and piloted with JROTC students to check the clarity of the instructions and the survey tasks, the length of the survey may have contributed to the number of incomplete responses (n = 16; 18.4%). ...
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In 1972, the Marland Report included leadership as a domain of giftedness in the first federal definition. Although federal and state descriptions of gifted and talented services still include identifying and developing leadership talent, in many states, services are not mandated or funded. Consequently, leadership development is often left to extracurricular programs (e.g., student organizations, athletics). The Junior Reserve Officers’ Training Corps (JROTC) provides school-based military-focused leadership education and opportunities to apply emergent leadership skills. This qualitative study examined leadership talent development in JROTC and the postsecondary paths participants chose. A self-report survey was distributed to graduating seniors enrolled in JROTC in Texas public high schools. The findings highlighted characteristics of students who chose to pursue military-focused education or careers after high school and themes about their leadership development experiences in JROTC. Students benefitted from opportunities for career-related identity exploration, a culture that supported leadership development, and psychosocial skills coaching.
... Bu önermeden yola çıkarak çalışmalar bilişsel zekâsı yüksek kişilerin karmaşık şaka, karikatür ve diğer mizahi ögeler içeren durumları kavradığını göstermektedir (Pinderhughesve Zigler, 1985;Wierzbicki veYoung, 1978). Buna ek olarak özel yetenekli çocukların mizah kabiliyetlerinin akranlarından ileri olduğu (Renzulli, Smith, White, Callahan, Hartman ve Westberg, 2002) ve bu çocukların mizahı daha sık kullandıkları vurgulanmaktadır (Ziv, 1990). Zekâ düzeyi yüksek olan özel yetenekli kişilerin toplumdaki oranı yaklaşık %2'dir. ...
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... Rating the Behavioral Characteristics of Superior Students Renzulli et al., 2002 The student demonstrates creative thinking about scientific topics Gifted and Talented Evaluation Scales Gillian et al., 1996 The student demonstrates enthusiasm in discussions of scientific topics Ideal Pupil Checklist Torrance, 1975 What kind of person is … e.g., determined Creative Behavior Inventory Kirschenbaum, 1989 This child notices and remembers details. ...
Preprint
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The assessment of creativity presents major challenges. The many competing and complementary ideas on measuring creativity have resulted in a wide diversity of measures, making it difficult for potential users to decide on their appropriateness. Prior research has proposed creativity assessment taxonomies, but we argue that these have shortcomings because they often were not designed to (a) assess the essential assessment features and (b) are insufficiently specified for reliably categorizing extant measures. Based on prior categorization approaches, we propose a new framework for categorizing creativity measures including the following attributes: (a) measurement approach (self-report, other-report, ability tests), (b) construct (e.g., creative interests and attitudes, creative achievements, divergent thinking), (c) data type generated (e.g., questionnaire data vs. accomplishments counts), (d) prototypical scoring method (e.g., consensual assessment technique; CAT), and (e) psychometric problems. We identified 228 creativity measures appearing in the literature since 1900 and classified each measure according to their task attributes by two independent raters (rater agreement Cohen’s kappa .83 to 1.00 for construct). We provide a summary of convergent validity evidence and psychometric shortcomings. We conclude with recommendations for using the taxonomy and some psychometric desiderata for future research.
Chapter
This study aimed to identify the extent of awareness of cyber security among a sample of superior and ordinary students in the faculty of education in Al Ain University. The study sample consisted of (94) male and female students from the faculty of education, with (32) males and (62) females, and based on the student’s type, they were (14) superior students and (80) ordinary students. In order to achieve the study objectives, the researcher used the scale of awareness of cyber security as the study instrument.The results showed that the level of cyber security awareness among the talented and ordinary students in the faculty of education in Al Ain University was high for the overall score of the scale. The results revealed that there are no statistically significant differences in the degree of awareness of cyber security attributed to the variable of gender (male, female), while the results revealed that there are statistically significant differences in the level of awareness of cyber security attributed to the variable of the student’s type (superior, ordinary) in favor of the superior students.Keywordscyber securitysuperior studentsordinary studentsAl Ain University
Article
У статті розкрито особливості соціально-психологічної підтримки процесу соціалізації обдарованої учнівської молоді.Наголошується, що соціально-психологічна підтримка посідає одне з визначальних місць у житті обдарованої особистості. У звʼязку з цим, необхідно враховувати можливості сучасного розвитку суспільства та використовувати Інтернет-мережу для організації соціально-психологічної підтримки обдарованої учнівської молоді. Соціально-психологічна підтримка обдарованої учнівської молоді є безперервним чітко організованим процесом з урахуванням специфіки розвитку обдарованої особистості на різних вікових етапах за участі всіх соціальних інститутів. Метою соціально-психологічної підтримки обдарованої учнівської молоді постає створення умов для становлення обдарованої особистості, визнання її унікальності, індивідуальності, розкриття та підтримка її актуальних і потенційних можливостей у процесі соціалізації. Визначено напрями соціально-психологічної підтримки обдарованої учнівської молоді: організація процесу вияву та відбору обдарованих учнів під час навчання в закладі освіти; вибір і реалізація спеціальних програм, що відповідають потребам осіб із надзвичайними здібностями; підтримка та стимулювання розвитку здібностей обдарованих; організація позанавчальної діяльності обдарованої учнівської молоді; комплексна допомога обдарованій учнівській молоді для створення сприятливих соціально-психологічних умов в закладах освіти; забезпечення різних форм оптимізації взаємодії учнівської молоді з найближчим оточенням; запобігання відчуженню обдарованої учнівської молоді від соціального середовища; консультування та просвітницька робота з батьками й фахівцями щодо вироблення стилю ефективного спілкування з обдарованою учнівською молоддю, а також діагностики обдарованості; запобігання формуванню негативного ставлення до обдарованої учнівської молоді; культурно-просвітницька діяльність серед населення з метою забезпечення прийняття обдарованої учнівської молоді, особливостей її поведінки, інтересів тощо; допомога в розв’язанні конфліктів; матеріальне й моральне стимулювання обдарованої учнівської молоді тощо. Ключові слова: обдарована учнівська молодь, процес соціалізації, соціально-психологічна підтримка, сучасний соціум.
Technical Report
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During the prolonged school closure due to the Covid-19 pandemic, many children in rural Bangladesh were missing out on formal education. What is more, these children had limited access to distance learning modalities such as the internet, television, and radio. To counteract this poor access, this study used the widely accessible modality of mobile phones to deliver a set of audio lessons to primary school students using Interactive Voice Response (IVR). These lessons were developed using the Interactive Radio Instruction (IRI) method. IRI is a method that allows learners to stop and react to questions and exercises through verbal responses and to engage in physical and intellectual activities with any member of their household, while the programme is ‘on air’. In this study, caregivers played a crucial role in following the instructions and interacting with the learners accordingly. During the 15-week programme period, caregivers (mostly parents) could call a phone number free of charge and listen to the lesson with their child at any time of the day. This intervention was implemented using a clustered randomised design across three groups: Standard, Extended, and Control groups. At the end of the intervention, it was evident that this educational programme improved the learning outcomes of treated children by 0.61 Standard Deviations (SD) and 0.65 SD in the ‘Standard’ and ‘Extended’ groups respectively. These effects are equivalent to 0.59 Learning-Adjusted Years of Schooling (LAYS) for the Standard group and 0.64 LAYS for the Extended group. Besides learning outcomes, student effort, and caregiver time in homeschooling also improved. Student effort i.e., daily study time of the treated children increased by 0.09 SD (or 5.1 minutes) and 0.08 SD (or 4.5 minutes) in the Standard and Extended groups, respectively. Similarly, caregiver time in children’s education increased by 0.18 SD (or 10.5 minutes) and 0.12 SD (or 9.7 minutes) in the Standard and Extended groups, respectively. This intervention cost USD 27.5 per student, which is 2.21 SD (or 2.16 LAYS) per USD 100 of spending for the Standard group and 2.37 SD (or 2.31 LAYS) for the Extended group. Overall, the intervention was especially beneficial for students who were female, academically weaker, from the poorest socio-economic strata and who had parents with low levels of education. Based on the evidence and cost, we advise policymakers and practitioners to incorporate IVR-based programmes into their educational services for students with limited access to the internet and television.
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