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Wednesday, December 29, 2010

Identification and Assessment of Talented Learners

Article 1 , Article 2, Article 3, Article 4, Article 5

5 comments:

  1. ULASAN & KRITIKAN ARTIKEL 1

    Why is Individual IQ Testing Needed?

    Testing provides us unusual access to understanding the highly complex cognitive abilities of gifted children and insight into ways to support their gifts. Of all the opportunities parents provide to support children's strengths and promote their interests, testing offers invaluable insight into the child's needs and a road map for the future, especially when a full analysis of score rankings and their implications are provided. A professional evaluation can verify cognitive strengths, assess academic achievement, and recommend specific strategies to meet a child's needs at school. It can document the need for advanced work and less drill and practice. Testers of the gifted can usually suggest resources, and may also be able to help with advocacy after testing, such as conferring with a teacher or principal about special provisions.

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  2. ULASAN & KRITIKAN ARTIKEL 2

    Kajian untuk membina dan mengesahkan intrumen untuk digunakan dalam pengajaran dan pembelajaran pelajar pintar.

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  3. ULASAN & KRITIKAN ARTIKEL 3

    What is giftedness? There is no universal definition. Some professionals define "gifted" as an intelligence test score above 130, two or more standard deviations above the norm, or the top 2.5%. Others define "gifted" based on scholastic achievement: a gifted child works 2 or more grade levels above his or her age. Still others see giftedness as prodigious accomplishment: adult-level work while chronologically a child. But these are far from the only definitions. Former U. S. Commissioner of Education Sidney P. Marland, Jr., in his August 1971 report to Congress, stated:
    Gifted and talented children are those identified by professionally qualified persons who by virtue of outstanding abilities are capable of high performance. These are children who require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society.

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  4. ULASAN & KRITIKAN ARTIKEL 4

    The Gifted Education Programme (GEP) was set up by the Ministry of Education in 1984 amid some public concern to cater to the intellectually gifted students. As of 2005, the schools participating consisted of 9 primary schools — Anglo-Chinese School (Primary), Catholic High School (Primary), Henry Park Primary School, Nan Hua Primary School, Nanyang Primary School, Rosyth School, Tao Nan School, St. Hilda's Primary School, and Raffles Girls' Primary School. Seven secondary schools originally started the programme, but with the introduction of the Integrated Programme, most have folded the GEP programmes into their IP curriculum. The two remaining secondary GEP schools are Anglo-Chinese School (Independent), an independent all-boys IB School, and Dunman High School, a mixed autonomous government school; the autonomous all-boys Victoria School had to suspend GEP classes due to low enrolment, with GEP students preferring IP schools.

    Pupils enter the programme through a series of tests at Primary 3, which will identify the top 1 per cent of the student population. A second selection used to be conducted at Primary 6 for those who do well in the PSLE, but this was discontinued after it was found to be too difficult for these students to catch up with the programme. In the programme, pupils are offered special enrichment programmes to cater for their needs. However, not all students in GEP are successful. Some are not accustomed to the fast pace of study which affects their performance in the core subjects and may choose not to continue the programme at the secondary level.

    The Secondary School Gifted Education Programme was discontinued at the end of 2008 as more students take the Integrated Programme (IP).[8]

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  5. Boleh rujuk pembentangan powerpoint kumpulan untuk mendapatkan maklumat dengan lebih jelas.

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