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Using Performance Tasks in the Identification of Economically Disadvantaged and Minority Gifted Learners: Findings From Project STAR

The College of William and Mary

Dana Johnson

The College of William and Mary

Linda D. Avery

The College of William and Mary

This paper discusses the rationale for developing performance assessment tasks to augment the identification of more economically disadvantaged and minority students for gifted programs in one state; provides a blue-print for the development protocol, including preteaching, rubrics, and exemplars; and shows major findings for use of the protocol with intended students. The performance assessment tasks were developed and revised based on try-out, pilot, and field test data collected across multiple districts with more than 4,000 students at primary and intermediate grades. Appropriate technical adequacy data were used for decision making on task and rubric revisions. Criterion levels of performance within domains were developed to ensure inclusion of populations of interest without compromising the integrity of the task protocols. The performance assessment tasks of Project STAR resulted in finding an additional group of students who were 12% African American and 14(Y) low-income children dunng the field test of the instrument. These students represent those who would not have qualified for gifted programs using traditional measures. In that sense, the assessment approach yields a "value-added" component to the state identification system. Thus, Project STAR provides an effective and innovative approach to finding more low-SES and minority gifted students for programs.

Gifted Child Quarterly, Vol. 46, No. 2, 110-123 (2002)
DOI: 10.1177/001698620204600204


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