دورية أكاديمية
What Happens after Nomination? Evaluating the Probability of Gifted Identification with the Torrance Test of Creative Thinking
| العنوان: | What Happens after Nomination? Evaluating the Probability of Gifted Identification with the Torrance Test of Creative Thinking |
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| اللغة: | English |
| المؤلفون: | Lindsay Ellis Lee (ORCID |
| المصدر: | Gifted Child Quarterly. 2024 68(2):119-136. |
| الإتاحة: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | N |
| Page Count: | 18 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Elementary Secondary Education |
| Descriptors: | Gifted, Identification, Creativity Tests, Creative Thinking, Probability, Urban Schools, School Districts, Disproportionate Representation, Cognitive Ability, Academic Achievement, Inclusion, Student Characteristics, Race, Ethnicity, Lunch Programs, English Language Learners, Gender Differences, Access to Education, Kindergarten, Elementary Secondary Education |
| مصطلحات جغرافية: | Texas |
| Assessment and Survey Identifiers: | Torrance Tests of Creative Thinking |
| DOI: | 10.1177/00169862231222886 |
| تدمد: | 0016-9862 1934-9041 |
| مستخلص: | The Torrance Test of Creative Thinking (TTCT) is the most widely used norm-referenced creativity test used in gifted identification. Although commonly used for identifying talent, little is known about how creativity tests, like the TTCT-Figural, contribute to the probability of being identified as gifted especially with underrepresented populations. Using nominated students (n = 1,191) from a diverse midsized urban school district, this study examined the differential predictive validity among student demographics (i.e., race/ethnicity, free/reduced price lunch status, English learning status, sex) and the TTCT-Figural to the probability of being identified as gifted. Results of a multilevel hierarchical generalized linear regression indicated underrepresented groups showed no difference in the probability of being identified after controlling for cognitive ability and academic achievement; the same was true when the TTCT-Figural was included within the model. The inclusion of the TTCT-Figural does contribute to the probability of identification; however, the disproportionality of underrepresented student groups remains in this school district. Gifted administrators looking to enhance equity may not find the solution with the mere inclusion of a creativity assessment. Implications for practice and future directions are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1414663 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 0016-9862 1934-9041 |
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| DOI: | 10.1177/00169862231222886 |