媽媽笑的博客
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每個州在定義GT時,用的IQ值很可能不同.我們這裏是130.但是同時,我們這裏正在改革,近1-2年將增加對體育,藝術,領導能力等等的測驗.這些都不是IQ測驗能測出來的.所以IQ測試不全麵,使一些GT孩子們不被發現.
自己知識有限,就直接摘別人的東西貼過來.免得大家還得費力氣找.長篇大論估計大家都不願意看,我就挑我認為重要的東西摘.所以大家看我摘來的,難免會帶著我的有色眼鏡:)若有誤導,本人概不負責:)
好了,感覺下麵這幾段很重要,摘過來.為什麽我覺得重要呢:
1.想成功,高IQ是不夠的
2.目前對GT的理解已經超出單純IQ的範圍了
3.每個地方對GT的定義都是不同的
In the old days, "it was 129 you're out, 130 you're in," declares Joseph Renzulli, one of the nation's leading experts on gifted education.
He isn't talking about the junior lightweight boxing division, but the breakoff point he refers to was just as unforgiving.
Until the late 1960s, the magic number of 130 was the IQ marker used by school psychologists to draw the boundary between gifted and "nongifted" children, and whether they would get special educational services. And even though school districts now use other criteria as well, many still rely partly on the 130 IQ cutoff.
Joseph Renzulli, who's the director of the National Research Center on the Gifted and Talented at the University of Connecticut, visited Pittsburgh in April to attend the Pennsylvania Association for Gifted Education conference. Renzulli advocates enriching all students, a position that sometimes draws criticism from those who see it as weakening programs for gifted students. (John Beale, Post-Gazette)
The term "gifted child" was coined in the early part of the 20th century by Stanford University's Lewis Terman, who developed one of the first tests to measure intelligence.
The Terman test and most other standard IQ exams focus primarily on memory and analytical skills. The average score is 100. A score of 110 means the person is in the top 25 percent of the population, a score of 120 is in the top 7 percent and a score of 130 or higher is in the top 2 percent.
Terman himself proclaimed that anyone scoring 132 on his exam was a genius.
Later, however, he would backtrack from that, noting that after 30 years of followup studies of 150 highly successful and much less successful men, tests alone didn't tell the story. "Personality factors are extremely important determiners of achievement," Terman concluded -- including overall social and emotional confidence, combined with a drive to achieve.
.......
In 1971, the Marland Report to Congress presented a broader picture of giftedness by enumerating six areas: general ability, specific academic aptitude, creative or productive thinking, leadership ability, visual and performing arts, and psychomotor ability.
There are 50 different definitions of giftedness in 50 different states, and while many states have incorporated elements of the Marland report into their definitions and many schools say they use multiple criteria for evaluating children, it's still relatively rare that a child with an IQ below 130 is identified as gifted.
自己知識有限,就直接摘別人的東西貼過來.免得大家還得費力氣找.長篇大論估計大家都不願意看,我就挑我認為重要的東西摘.所以大家看我摘來的,難免會帶著我的有色眼鏡:)若有誤導,本人概不負責:)
好了,感覺下麵這幾段很重要,摘過來.為什麽我覺得重要呢:
1.想成功,高IQ是不夠的
2.目前對GT的理解已經超出單純IQ的範圍了
3.每個地方對GT的定義都是不同的
In the old days, "it was 129 you're out, 130 you're in," declares Joseph Renzulli, one of the nation's leading experts on gifted education.
He isn't talking about the junior lightweight boxing division, but the breakoff point he refers to was just as unforgiving.
Until the late 1960s, the magic number of 130 was the IQ marker used by school psychologists to draw the boundary between gifted and "nongifted" children, and whether they would get special educational services. And even though school districts now use other criteria as well, many still rely partly on the 130 IQ cutoff.
Joseph Renzulli, who's the director of the National Research Center on the Gifted and Talented at the University of Connecticut, visited Pittsburgh in April to attend the Pennsylvania Association for Gifted Education conference. Renzulli advocates enriching all students, a position that sometimes draws criticism from those who see it as weakening programs for gifted students. (John Beale, Post-Gazette)
The term "gifted child" was coined in the early part of the 20th century by Stanford University's Lewis Terman, who developed one of the first tests to measure intelligence.
The Terman test and most other standard IQ exams focus primarily on memory and analytical skills. The average score is 100. A score of 110 means the person is in the top 25 percent of the population, a score of 120 is in the top 7 percent and a score of 130 or higher is in the top 2 percent.
Terman himself proclaimed that anyone scoring 132 on his exam was a genius.
Later, however, he would backtrack from that, noting that after 30 years of followup studies of 150 highly successful and much less successful men, tests alone didn't tell the story. "Personality factors are extremely important determiners of achievement," Terman concluded -- including overall social and emotional confidence, combined with a drive to achieve.
.......
In 1971, the Marland Report to Congress presented a broader picture of giftedness by enumerating six areas: general ability, specific academic aptitude, creative or productive thinking, leadership ability, visual and performing arts, and psychomotor ability.
There are 50 different definitions of giftedness in 50 different states, and while many states have incorporated elements of the Marland report into their definitions and many schools say they use multiple criteria for evaluating children, it's still relatively rare that a child with an IQ below 130 is identified as gifted.
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