ABSTRACT
This chapter examines some of the assumptions that underlie current definitions and their implications for the assessment, primarily identification, of gifted and talented students. Professionals tend to continue using traditional measures such as intelligence tests because of their strengths in predicting achievement. Dynamic assessment has shown that children with higher intelligence learn new material faster than children with average or below average intelligence. Dynamic models include an element of assessing baseline abilities, teaching, and reassessing. The prereferral process would facilitate the emergence of abilities within an environment that considers multiple factors such as interest, motivation, and attitudes. The teacher and other specialists would observe the effects of the experiences and make recommendations for alternative activities in the regular classroom, other types of programs, or both. Assessment consists of a variety of procedures that are used to obtain information about student performance. It includes both quantitative descriptions and qualitative descriptions.
