Screening for Giftedness Using a Reading Curriculum Based Measure.
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| Title: | Screening for Giftedness Using a Reading Curriculum Based Measure. |
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| Authors: | McClurg, Virginia M.1 (AUTHOR) vjacobs@vols.utk.edu, Codalata, Bonnie M.1 (AUTHOR), Bell, Sherry M.1 (AUTHOR), McCallum, R. Steve1 (AUTHOR) |
| Source: | Gifted Child Today Magazine. Jan2022, Vol. 45 Issue 1, p50-57. 8p. 2 Charts. |
| Subject Terms: | *Gifted & talented education, *Reading, *Curriculum, Standard deviations, High school sophomores, Tallies |
| Abstract: | The psychometric integrity of a curriculum-based measure to screen for academic giftedness (Monitoring Instructional Responsiveness: Reading [MIR:R]) was evaluated by examining its ceiling, item gradient, and predictive capacity using 460 fourth grade students. Eighty fourth graders (17.39%) scored one standard deviation above the MIR:R mean. Ten fourth graders (2.17%) scored two or more standard deviations above the mean, indicating an adequate ceiling. Item gradients were sufficient, that is, one raw score change produced less than one-third of a standard deviation change in standard deviation units. The MIR:R accurately screened students who performed in the "advanced" range on an end-of-the-year measure (i.e., Tennessee Comprehensive Assessment Program [TCAP]). Results of a chi-square indicated that 78.3% were identified as non-gifted by both the TCAP and MIR:R and 5.9% were identified as gifted. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | The psychometric integrity of a curriculum-based measure to screen for academic giftedness (Monitoring Instructional Responsiveness: Reading [MIR:R]) was evaluated by examining its ceiling, item gradient, and predictive capacity using 460 fourth grade students. Eighty fourth graders (17.39%) scored one standard deviation above the MIR:R mean. Ten fourth graders (2.17%) scored two or more standard deviations above the mean, indicating an adequate ceiling. Item gradients were sufficient, that is, one raw score change produced less than one-third of a standard deviation change in standard deviation units. The MIR:R accurately screened students who performed in the "advanced" range on an end-of-the-year measure (i.e., Tennessee Comprehensive Assessment Program [TCAP]). Results of a chi-square indicated that 78.3% were identified as non-gifted by both the TCAP and MIR:R and 5.9% were identified as gifted. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10762175 |
| DOI: | 10.1177/10762175211050703 |
