Principles+of+Identification

=Principles of Identification=

There are many basic principles to keep in mind when selecting methods to identify gifted students in mathematics. Some of the most important are listed here.


 * Identification should be **ongoing** (not a once-off test or observation at the beginning of a year) and **flexible** (students may move in and out of gifted programmes).
 * Using **multiple methods** of identification increases the effectiveness of the identification. A general rule of thumb is to use //at least three// methods.
 * During the identification process there should be **open communication** between parents/caregivers, students, teachers and senior management.


 * Identification ought to be undertaken as a **means to an end**, that is, keeping in mind the provisions available (or planned) for gifted students. For example, an enrichment class outside of school may require more motivation on the part of the students than differentiation within the classroom
 * Identification that only identifies students as gifted (or not) is of little use, ideally identification will give some information about the **degree of giftedness**, and the students individual strengths and weaknesses. This will allow programmes and provisions to be better tailored to their needs.


 * Identification must be as **unbiased** as possible - this can be achieved through the use of objective methods of identification, and through awareness of potential sources of bias.
 * **Cultural perspectives** are important to consider when identifying gifted students. A method must be examined for its suitability for students of minority groups, and in particular Mäori students.
 * Identification should be undertaken with an awareness of **underachieving** and hidden gifted students.

(Moltzen, Riley & McAlpine, 2000)