Postassessment

This postassessment in gifted education will be completely anonymous. No one at the Belin-Blank Center will be able to link your personal answers to the "General Understandings in Gifted Education" test, or to the "Opinions about the Gifted" questionnaire.

Please DO NOT review articles or Websites for information that appears on this posttest. The goal of this tool is to help us gain a sense of what you learned about gifted education (as it is generally understood in the United States). Please answer based on your current understanding; remember that you would not be likely to remember all of the things mentioned during the Templeton Fellowship because of how rapidly you acquired so much information! If you prefer not to provide an answer to any question, that is acceptable, too.

These are the same items provided each year to American teachers in our Belin-Blank Fellowship program. They do not know many of the answers, either, even at the end of their intensive program.

Thank you for taking the time to complete this assessment. It will be helpful to us, and we will share the overall results with you.

Please take this postassessment only one time.

Choose one answer for each question.


1.Leta Hollingworth, the "mother" of gifted education,





2.Lewis Terman, the "father" of gifted education,





3.Robert Sternberg proposed a Triarchic Theory of Intelligence,





4.Françoys Gagné distinguished gifts from talents,





5.Which of the following statements is/are generally true of high-ability learners?





6.Enrichment can best be described as





7.Acceleration can best be explained as





8.Which of the following statements is true about above-level testing?





9.The ability grouping of academically gifted children





10.The Enrichment Triad Model (Joseph Renzulli, 1976) was designed to encourage "creative productivity" among students by





11.The identification of creative ability





12.Some educators focus on gender issues and giftedness because





13."Twice exceptionality" refers to





14.Choose the answer that is false. When considering the curricular needs of gifted children, which of the following statements is false?





15.Intellectually gifted children benefit from special social-emotional guidance because they





16.Nicholas Colangelo has suggested that school counselors need substantial training about the needs of gifted students because





17. Miraca Gross, conducting research about highly gifted learners in Australia, has found that






In this part of the postassessment, there are no right or wrong answers. Please respond to each item, based on what your opinion is about each.

Opinions about the gifted and their education

These statements have been adapted from the Weiner Attitude Scale and the Gagne & Nadeau Attitude Scale

Scale: 1 = Strongly Agree    2 = Agree    3 = Disagree    4 = Strongly Disagree

1.Our schools should offer special educational services for the gifted.

2.The best way to meet the needs of the gifted is to put them in special classes.

3.Children with difficulties have the most need of special educational services.

4.Special educational services for gifted children are a mark of privilege.

5.When the gifted are put in special classes, the other children feel less important.

6.Most gifted children who skip a grade have difficulties in their social adjustment to a group of older students.

7.It is more damaging for a gifted child to waste time in class than to adapt to skipping a grade.

8.Gifted children are often bored in school.

9.The gifted waste their time in regular classes.

10.Gifted persons are a valuable resource for our society.

11.The specific educational needs of the gifted are too often ignored in our schools.

12.The gifted need special attention in order to fully develop their talents.

13.Our schools are already adequate in meeting the needs of the gifted.

14.Parents have the major responsibility for helping gifted children develop their talents.

15.A child who has been identified as gifted has more difficulty in making friends.

16.Gifted children should be left in regular classes, since they serve as a role model for the other children.

17.Some teachers feel their authority threatened by gifted children.

18.The gifted are already favored in our schools.

19.Tax-payers should not have to pay for special education for the minority of children who are gifted.

20.Gifted children might become self-centered if they are given special attention.

21.When skipping a grade, gifted students miss important ideas (they have “holes” in their knowledge).

22. Often, gifted children are rejected because people are envious of them.

23.The regular school program stifles the intellectual curiosity of gifted children.

24.The leaders of tomorrow’s society will come mostly from the gifted of today.

25.A greater number of gifted children should be allowed to skip a grade.

26.Gifted children should remain in mixed-ability classes because they will spend their lives with all types of people.

27.Gifted children make great progress when placed in special classes.

28.The most important kind of ability to single out for consideration in a gifted child program is general intellectual ability.

29.Gifted children stimulate each other to greater enthusiasm, effort, and accomplishment.

30.When considering acceleration for the gifted, too much emphasis is placed on social and emotional factors rather than intellectual growth.

31.It is a wise educational procedure to require the gifted child to assist the slower learners.

32.Having a gifted class carries special esteem for the teacher.

33.Gifted students can be taught more effectively when grouped with other gifted children than when grouped with non-gifted children.

34.The IQ of a child is not a fair estimate of his ability.

35.Teachers should have special qualifications if they are to work with the gifted.