- 在線時間
- 0 小時
- 最後登錄
- 07-3-24
- 國民生產力
- 0
- 附加生產力
- 0
- 貢獻生產力
- 0
- 註冊時間
- 05-6-9
- 閱讀權限
- 10
- 帖子
- 628
- 主題
- 15
- 精華
- 0
- 積分
- 628
- UID
- 47830
|
Re: Is "香港韋氏兒童智力量表" still a reliable IQ test for identifying Gift
Identification of Mentally Gifted Students
Definition of Mentally Gifted
Mentally gifted is defined as outstanding intellectual and creative ability the development of which requires specially designed programs or support services, or both, not ordinarily provided in the regular education program.
Intellectual ability is not equated with an IQ score alone. Intellectual ability is and should be a reflection of a range of assessments including a student’s performance and potential.
IQ 130 or more
The term “mentally gifted” includes a person who has an IQ of 130 or higher, when multiple criteria as set forth in Department Guidelines indicate gifted ability. Determination of gifted ability will not be based on IQ score alone…. The determination shall include an assessment by a certified school psychologist.
No one test or measure is sufficient to determine giftedness, and the evaluation and testing literature recognizes that there is a margin for error in any standardized testing. The standard error of measurement also applies when reporting IQ.
IQ Lower than 130
A person with an IQ score lower than 130 may be admitted to gifted programs when other educational criteria in the profile of the person strongly indicate gifted ability.
If a student’s IQ is less than 130, other factors, such as academic performance, demonstrated achievement and other observed skills must strongly indicate gifted ability in order for that student to be admitted to a gifted program. Because disabilities and bias factors may mask gifted abilities, districts are cautioned to examine discrepancies between ability assessment results and academic achievement or demonstrated skills, and discrepancies among ability subtests.
Intervening Factors Masking Giftedness
Documented, observed, validated or assessed evidence that intervening factors such as English as a second language, learning disability, physical impairment, emotional disability, gender or race bias, or socio/cultural deprivation are masking gifted abilities.
Some students may have their gifted abilities masked by such factors as ethnicity, socio-economic status or disability. Data specifically tied to the student’s learning environment is used to make decisions on remedial/coping strategies and specially designed instruction.
For example: An economically disadvantaged household where educational resources and opportunities are lacking, a household in which English is not the first language, or a household including parental problems such as alcoholism, divorce, spouse/child abuse or incarceration may have a masking effect on the student’s identification as gifted
Be Cautious!
It is necessary to be very cautious in using a descriptive classification of IQ’s. The IQ is, at best, a rough measure of academic intelligence. It certainly would be unscientific to say that an individual with an IQ of 110 is of high average intelligence, while an individual with an IQ of 109 is of only average intelligence. Such a strict classification of intellectual abilities would fail to take account of social elements such as home, school, and community. These elements are not adequately measured by present intelligence tests. Furthermore, it would not take account of the fact that an individual may vary in his test score from one test to another.
Measures of intelligence may be valuable — although the value is often overrated — but much harm can be done by persons who try to classify individuals strictly on the basis of such measures alone. No one should be either alarmed or discouraged if he finds that his IQ is not as high as he might have hoped.
Remember that many elements besides IQ contribute to success and happiness. Also note that IQ is not a fixed quantity, but can be increased by means of education. This was demonstrated by the Milwaukee project as well as numerous other research studies.
The Milwaukee Project
In the late 1960s, under the supervision of Rick Heber of the University of Wisconsin, a project was begun to study the effects of intellectual stimulation on children from deprived environments. In order to find a “deprived environment” from which to draw appropriate subjects for the study, Heber and his colleagues examined the statistics of different districts within the city of Milwaukee. One district in particular stood out. The residents of this district had the lowest median income and lowest level of education to be found in the city. This district also had the highest population density and rate of unemployment of any area of Milwaukee. There was one more statistic that really attracted Heber’s attention: Although this district contained only 3 percent of the city’s population, it accounted for 33 percent of the children in Milwaukee who had been labeled “mentally retarded”!
At the beginning of the project, Heber selected forty newborns from the depressed area of Milwaukee he had chosen. The mothers of the infants selected all had IQ’s below 80. As it turned out, all of the children in the study were black, and in many cases the fathers were absent. The forty newborns were randomly assigned, 20 to an experimental group and 20 to a control group.
Both the experimental group and the control group were tested an equal number of times throughout the project. An independent testing service was used in order to eliminate possible biases on the part of the project members. In terms of physical or medical variables, there were no observable differences between the two groups.
The experimental group entered a special program. Mothers of the experimental group children received education, vocational rehabilitation, and training in homemaking and child care. The children themselves received personalized enrichment in their home environments for the first three months of their lives, and then their training continued at a special center, five days a week, seven hours a day, until they were ready to begin first grade. The program at the center focused upon developing the language and cognitive skills of the experimental group children. The control group did not receive special education or home-based intervention and enrichment.
By the age of six all the children in the experimental group were dramatically superior to the children in the control group. This was true on all test measures, especially those dealing with language skills or problem solving. The experimental group had an IQ average of 120.7 as compared with the control group’s 87.2!
At the age of six the children left the center to attend the local school. By the time both groups were ten years old and in fifth grade, the IQ scores of the children in the experimental group had decreased to an average of 105 while the control group’s average score held steady at about 85.
One possible reason for the decline is that schooling was geared for the slower students. The brighter children were not given materials suitable for their abilities and they began to fall back. Also, while the experimental children were in the special project center for the first six years they ate well, receiving three hot, balanced meals a day. Once they left the center and began to attend the local school, many reported going to classes hungry, without breakfast or a hot lunch.
. May a person with an IQ lower than 130 be admitted to gifted programs?
Yes. Section 16.21 indicates that a person with an IQ lower than 130 may be admitted to the gifted program when other educational criteria in the student's profile strongly indicate gifted ability. IQ may not be the sole criteria for identifying a student as a gifted student.
|
|
發表於 06-3-12 06:39
，因為我不停的問好多好多有關是次生病的好多問題，浪費左佢地寶貴的時間....(又不能按時收費)。 
