Accommodation Practices for Gifted Students

Autor/inn/en	Lin, Pei-Ying; Lin, Yu-Cheng
Titel	Accommodation Practices for Gifted Students
Quelle	In: Gifted Education International, 34 (2018) 3, S.260-270 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4294
DOI	10.1177/0261429418757869
Schlagwörter	Academically Gifted; Testing Accommodations; Foreign Countries; Measurement; Literacy; Verbal Tests; High School Students; Grade 10; Secondary School Teachers; Canada; India + Suchen Sie Ihr Suchwort? Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Ausland; Messverfahren; Alphabetisierung; Schreib- und Lesefähigkeit; Mündliche Prüfung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kanada; Indien
Abstract	Previous studies on Indian education have urged educators to address serious concerns about inequality and inequity in gifted education, and about the assessments for students educated in extremely diverse social and cultural landscapes in India. Although it is believed that appropriate test accommodations ensure valid and meaningful test results, accommodation practices for gifted students are rarely examined worldwide. To narrow this research gap, the present study examined a large-scale provincial literacy assessment in Ontario, Canada, as a test case, to investigate the accommodations used by gifted students and teachers. In particular, we analyzed 3-year assessment data sets to track the patterns of accommodation practices over time. Furthermore, we discussed potential implications for future research and the development of assessments for assessing gifted Indian students while being mindful of diverse cultural and educational landscapes in the context of India. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01