Basic+Principles+of+Identification

= Principles of Identification =

There are many basic principles to keep in mind when selecting methods to identify gifted students in mathematics. Some of the most important are listed here.


 * Identification needs to be based on a **multi-category** definition of giftedness
 * Identification should be **ongoing** (not a once-off test or observation at the beginning of a year) and **flexible** (students may move in and out of gifted programmes).
 * Use **multiple methods** of identification including both **objective and subjective** approaches, this will increase the effectiveness of the identification.
 * During the identification process there should be **open communicatio**n between parents/caregivers, students, teachers and senior management.
 * Identification ought to be undertaken **purposefully** to meet the needs of gifted students, not to label them.
 * Identification that only identifies students as gifted (or not) is of little use, ideally identification will give some information about the **degree of giftedness**, and the students individual strengths and weaknesses. This will allow programmes and provisions to be better tailored to their needs.
 * **Cultural perspective**s are important to consider when identifying gifted students. A method must be examined for its suitability for students of minority groups, and in particular Mäori students.
 * It is important to **recognise potentia**l as well as demonstrated performance, i.e identification should be undertaken with an awareness of underachieving and twice exceptional students.