Chart of Approved Assessment and Gifted Education
The Ohio Department of Education's Office for Exceptional Children has revised the Chart of Approved Gifted Identification/Screening Instruments.
Combined factsheet: Identification Requirements for Students who are Gifted
CogAT Nonverbal battery is no longer approved for gifted identification. The last date to use CogAT Nonverbal battery is December 31, 2015.
For CogAT, Form 7, use composite VQN. May exclude verbal score for ELL students in grades 3-12 and students with serious reading disabilities in grades 3-12 (use QN composite.) May exclude quantitative score for students with mathematical learning disabilities (use VN composite.)
GIFTED IDENTIFICATION AND TESTING FAQ
Members of the Gifted Test Committee have worked to answer our most frequently asked questions about gifted testing. The document can be found here.
Tips on Selecting Tests from the Chart of Approved Instruments
Understand your students. Know the areas of identification you wish to assess and make a list of the instruments that measure those constructs. Compare the demographic data of the norming sample to your district profile. Look for norming samples that align with your district population in terms of gender, economic status, race, and disability factors. Also, remember that “fairness” does not necessarily mean using the same test with every student. A test that may be an excellent screening tool for most students may be inappropriate for some.
Seek expert advice. Consult with district school psychologists and other gifted coordinators. Investigate what other like districts are using and determine if those tests are appropriate for your needs. Read critical reviews of tests from the Buros Institute, gifted education journals and other non-biased sources. Seek advice from test publishers regarding questions about proper administration and scoring, but do not rely on marketing materials from publishers as your sole source of information for test selection.
Read the technical manuals of the tests you use. Understand any special considerations for testing students with disabilities or for students with limited English proficiency. All accommodations on an individualized education program (IEP) or 504 plan must be followed during gifted screening and assessment, so it is critical to use assessments with protocols that allow the required accommodations to be provided. Determine if the test publishers recommend any specific consideration or index recommendations for identifying students who are gifted.
Be informed. The purpose of the identification process is to give students an opportunity to demonstrate their potential. Understand the connection between identification and services. No one test is appropriate for all situations or with all students. A fair and accurate assessment and identification system is a key ingredient in a high quality, comprehensive continuum of gifted education services.
Be current. Periodically review the district gifted identification plan. District needs and the “technology” of assessment are constantly evolving, so plan to update the district gifted identification plan and related resources every two to three years. Finally, include gifted identification in district professional development and communication efforts. Make sure that district staff are familiar with the characteristics of gifted children, the district gifted identification plan, and help teachers, parents and other stakeholders understand what test results say (and do not say) about students.
Submitting Tests for Review
Test publishers may submit new tests for review for possible addition to the chart of tests approved for gifted identification. Updated or revised tests may be submitted at any time. New tests should be submitted each spring. The letter to publishers provides details regarding the process. The Criteria to Assess Screening and Identification Instruments for Children Who are Gifted is the form required for test submission.
Last Modified: 10/6/2015 3:23:25 PM