Qualifying Assessments

Eligibility for CTYI programmes can be found in a number of different ways.

 Normal Assessment at CTYI 6-7 Year Olds Assessment in Verbal and Abstract Reasoning 8-12 Year Olds Assessment in Verbal, Numerical and Abstract Reasoning 12-16 Year Olds Assessment in Verbal, Numerical and Writing Skills (PSAT or SAT)

 Internationally accepted Assessments for High Ability Students ACT or similar state assessment (US students)

 Psychological Evaluation Psychological evaluation gives a more comprehensive assessment of not only the possibility of high ability, but also of learning disabilities. Psychological evaluation is the most appropriate course of action particularly important for children who are thought to have high academic ability but also demonstrate a specific learning difficulty (i.e. twice exceptional). Generally these students will not perform well on normal CTYI assessments.

The most widely used assessment used by educational psychologists in the identification of talent is the Wechsler Intelligence Scale for Children. There are several forms of this assessment (WISC-R, WISC-III, etc.). The WISC can be used on students aged between 6 and 16 years. The WISC contains two tests – verbal and performance. The verbal test contains 6 subtests, while the performance test contains 5. These subtests are explained in fig. 5.2.

Students are graded out of twenty in each subtest and their scores are added to give a Verbal IQ score and a Performance IQ score. A combination of the two scores provides a composite or full scale score, which reflects intelligence and is used to identify giftedness. Students taking the WISC-R may show high ability in one or both areas. IQ scores and their classifications are outlined in table 3 below (Kaur Sandhu, 2006).

Subtest Explanation Measures general knowledge and acquired information. Questions Information relating to common events, places, people and objects. Similarities Measures logical abstract reasoning. How items go together. s t

s Arithmetic Measures numerical ability. Mental arithmetic. e T

l Word knowledge and usage, measures verbal fluency, explain word a Vocabulary b

r meaning e V Comprehension Measures social comprehension and common sense. Can repeat digit sequences, frontwards and in reverse. Measures Digit Span short term memory. s

t Picture Completion Visual discrimination skills – what’s missing in the picture. s e T Transcribes a code. Measures motor skills and non-verbal, short- e Coding c term memory. n a

m Arrange pictures in order to tell a story. Measures visual sequential r

o Picture Arrangement

f skills. r e P Block Design Make patterns with cubes. Measures special awareness and non- verbal reasoning.

08b66b463bee14529f4c1ee981967485.doc 1of3 Measures the ability to see relationships among parts as in jigsaw Object Assembly puzzles. Fig. 2 - Wechsler Intelligence Scale for Children – Verbal and Performance Subtests

IQ Percentile Range Classification 130 and above 98 to 99.99 Very Superior 120 to 129 91 to 97 Superior 110 to 119 75 to 90 High Average 90 to 109 25 to 73 Average 80 to 89 9 to 23 Low Average 70 to 79 2 to 8 Borderline 69 and below .01 to 2 Intellectual Deficient Fig. 3 - Intelligence Test Scores Classification (Kaur Sandhu, 2006)

If a student reaches the ceiling of the WISC or similar assessment, the Stanford-Binet, form L- M is sometimes utilised (Carolyn, 2005). Similar to the reasons for using out of level tests, using the Stanford-Binet as a supplementary test provides a broader continuum wherein exceptionally high ability may be plotted.

If your son/daughter has had an evaluation and you would like them to attend CTYI classes, a copy of the report should be forwarded to CTY Ireland, Dublin City University, Dublin 9, marked for the attention of Mr. Colm O’Reilly. You must also include a completed application form and a report evaluation fee (indicated on the application form).

Cut Offs There is a difficulty in establishing an assessment cut off. Children who fall just below the cut off have very similar needs to those who have made it. If IQ can be change at different times in ones lifetime, then test scores should not be regarded as absolute. For this reason it is necessary to blur the lines somewhat and consider other significant factors (nervousness on the test day, the possibility of dual exceptionality etc.). The Centre for Talented Youth allows a 5% margin of error below the defined cut-off for this reason.

Underachievement and In-level Tests It must be remembered that not every child who is gifted will score highly on standardised tests and so schools should not rely solely on these results. All too often they are taken as fixed and where underachievement is a major issue in this area it is essential that other significant issues (e.g. examination of behaviour, interests, performance history etc.) are considered so that a complete picture may be formed. One needs to be mindful of the characteristics and profiles of high ability children. This is particularly important for twice exceptional children.

Anxiety One might argue that high level assessment of young children causes undue nervousness, apprehension and unnecessary feelings of failure (if the case is such). It is only common sense to advise students taking the assessment about exam preparation. CTYI recommends that students practice the sample questions or paper under similar exam conditions. Students should be warned in advance that the papers are quite difficult and not to worry if they feel as though they have not excelled. The test should be approached as a new learning experience and students should prepare for it as they would for any other exam (VanTassel- Baska, 1986).

08b66b463bee14529f4c1ee981967485.doc 2of3 Onus CTYI judiciously accepts children and young people for testing, and will thoroughly discuss the process with parents or teachers. Teachers should feel free to refer students to CTYI, where the child’s ability, prospects and readiness for the test can be reviewed.

Please note that we, at CTY Ireland, go to great lengths to ensure that the atmosphere is relaxed and children are put under no pressure, even though they are under typical exam conditions. The students will be constantly reassured that the assessment may be difficult, but that this is a good thing and they should try their best. We continually monitor the students, and help with questions and worries, in as much as we can without compromising their scores.

Use of Abstract Reasoning Assessments Where academic giftedness and talent are given as exceptional ability in logical-mathematical and/or linguistic/verbal reasoning, assessment in these areas can prove challenging with children as young as 6 years of age. Abstract reasoning tests are based on reasoning, logic and analytical ability. Particularly in mathematical reasoning where numerical symbols and functions are still unlearned, the Centre for Talented Youth uses the abstract reasoning assessment to assess basic mental ability and mathematical aptitude in these young children. Test items are generally figurative, with participants having to search for the next item in a given sequence.

Individuals with high abstract reasoning abilities can learn and apply new material quickly and are capable tackling complex problems.

Overall, the main point here is the need for an awareness of the uses and limitations of each approach or tool in identification. Once this is established it means that test scores are not regarded as absolute and their interpretation is reasonable.

References

Kaur Sandhu, I. (2006). Intelligence Test Scores Classifications [online]. Available from: http://www.brainy-child.com/expert/iq-test-score.shtml [Accessed 15 February 2006]

Carolyn, 2005

VanTassel-Baska (1986)

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