- May 2, 2014 @ 2:00 pm – 4:00 pm
College of Education, room 409
30 Pryor Street Southwest
Georgia State University, Atlanta, GA 30303
Addressing Gifted Identification Equity Through Alternatives: Assessing Creativity Using an Authentic Performance Task
by Charles A. Alvarez
To address equity issues in gifted identification, Georgia teachers need a readily available, easy to use, and cost-effective creativity assessment alternative that conforms to the 2012 Georgia Department of Education (GADoE) gifted identification rule. The GADoE encouraged Georgia school districts in 2012 to include the use of products and/or performance tasks as part of the multiple criteria gifted screening process for creativity, but little guidance and no financial support was provided. The purpose of this participatory mixed action research study (PMARS) is to determine the effectiveness of a newly developed creativity performance task assessment in
the gifted screening process compared to traditional structured creativity assessments.
The researcher used subjectivism as the epistemology and critical inquiry as the theoretical perspective to frame the research study. A criterion purposive sample of 20 elementary students who were recommended for gifted screening and reflect the school district demographics will be selected from one small urban school district to complete a new authentic creativity performance task the researcher developed. Gifted specialists from five elementary schools will be trained to implement the A&W Buttons Creativity Performance Task with the 20 students. Teacher perception data on student performance and Spearman Rho correlation coefficients for
the comparison of the new assessment and the Profile of Creative Abilities assessment will be provided. Significant results will help ensure equitable creativity gifted screening and compliance with the Georgia gifted rule.