Chart of Approved Assessment and Gifted Education
Prescreening and Identification Instruments
The Ohio Department of Education's List of Approved Assessments has two areas of approval for gifted education; meaning some assessment instruments are approved for prescreening only while others are approved for identification.
Assessments that are approved for prescreening only are for use by districts in selecting students who are potentially gifted for further evaluation with assessments approved for identification. Tests approved for prescreening only are NOT approved for the identification of students who are gifted and are NOT approved for use in meeting whole-grade screening or referral opportunity requirements as described in Ohio Revised Code 3324 and the Operating Standards for Identifying and Serving Students Who are Gifted (Ohio Administrative Code 3301-51-15).
UPDATED: Assessments Approved for Gifted Identification and Prescreening This guidance document serves as a companion to the Department's List of Approved Assessments. It includes specific guidance for assessments approved for gifted identification and prescreening.
Tips on Selecting Instruments from the List of Approved Assessments
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 Technical Manuals of 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.
Code of Fair Testing Practices in Education
The Joint Committee on Testing Practices developed the Code of Fair Testing Practices in Education (2004) for professionals who develop or use educational tests. The code presents standards to safeguard the rights of test takers in four areas: developing or selecting tests; interpreting scores; striving for fairness; and informing test takers. The code states the major obligations to test takers of professionals who develop or use educational tests. It applies broadly to the use of tests in education (admissions, educational assessment, educational diagnosis and student placement).
- Joint Committee on Testing Practices - This website provides access to the Code of Fair Testing Practices in Education, as well as other publications developed by the Joint Committee on Testing Practices.
Last Modified: 10/25/2023 9:01:23 AM