Discover Assessment and Curriculum Model: The Aplication of Theories of Multiple Intelligences and Successful Intelligence in the Education of Gifted Students

Discover Assessment and Curriculum Model: The Aplication of Theories of Multiple Intelligences and Successful Intelligence in the Education of Gifted Students

In this article we report research related to DISCOVER Assessment and Curriculum Model used in education of gifted students, and discuss implications, referring to theories, models and conceptions of giftedness. DISCOVER Assessment is a performance-based measure of mental abilities. Two current theories of intelligence, Sternberg’s theory of Successful Intelligence and Gardner’s theory of Multiple Intelligences, provided framework for the assessment. Research carried out over fifteen years provided evidence for reliability, and content, criterion and construct related validities. The DISCOVER Curriculum is based on a constructivist philosophy, and involves using the learning principles outlined in the theory of Successful Intelligence and Multiple Intelligences for gifted students.

___

  • Almegta, N. (1997). Correlation of standardized math achievement, DISCOVER math worksheet, ability, and gender of American Indian students. Unpublished manuscript. The University of Arizona, Tucson.
  • Baum, S., Owen, S., & Oreck, B. (1996). Talent beyond words: Identification of potential talent in dance and music in elementary students. Gifted Child Quarterly, 40, 93-101.
  • Baum, S., Owen, S., & Oreck, B. (1997). Transferring individual self-regulation processes from arts to academics. Arts Education Policy Review, 98, 32-39.
  • Bredekamp, S., & Rosegrant, T. (1995). Reaching potentials: Appropriate curriculum and assessment for young children. Vol. 1. Washington, DC: National Association for the Education of Young Children.
  • Caterall, J. S. (1995). Different ways of knowing 1991-1994 National Longitudinal study report. Schools, communities, and the arts: A research compendium. Morrison Institute for public policy, Arizona State University, Tempe.
  • Ceci, S.J. (1990). On intelligence: A bioecological treatise on intellectual development. Cambridge, MA: Harvard University Press.
  • Chase, W. G., & Simon, H. A. (1973). Perception in chess. Cognitive Psychology, 1, 33-81.
  • Chi, M.T.H., Feltovich, P.J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5, 121-152.
  • Chi, M. T. H., Glaser, R., & Farr, M. J. (1988). The nature of expertise. Hillsdale, NJ: Erlbaum.
  • College Examination Board. (1993). Profile of SAT and achievement tests taken, 1987-93.
  • Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
  • Gardner, H. (1992). Assessment in context: The alternative to standardized testing. In B. Gifford & M. O’Connor (Eds.), Changing assessments: Alternative views of aptitude, achievement, and instruction. (pp. 77-120). Boston, MA: Kluver.
  • Gardner, H. (1999). Intelligence reframed: Multiple Intelligences for the 21st century. New York, NY: Basic Books.
  • Getzels, J. & Csikszentmihalyi, M. (1967). Scientific creativity. Science Journal,3(9), 80-84.
  • Getzels, J. & Csikszentmihalyi, M. (1976). The creative vision: A longitudinal study of problem finding in art. New York: Wiley & Sons.
  • Griffiths, S. E. (1997). The comparative validity of assessments based on different theories for the purpose of identifying gifted ethnic minority students. Unpublished doctoral dissertation. The University of Arizona, Tucson.
  • Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books.
  • Larkin, J. H. (1983). The role of problem representation in phyisics. In D. Genter & A. L. Stevens (Eds.), pp. 75-98. Mental Models. Hillsdale, NJ: Erlbaum.
  • Maker, C.J. (1982a). Curriculum development for the gifted. Austin, TX: Pro-Ed.
  • Maker, C.J. (1982b). Teaching models in education of the gifted. Austin, TX: Pro-Ed.
  • Maker, C. J. (1993). Creativity, intelligence, and problem-solving: A definition and design for cross-cultural research and measurement related to giftedness. Gifted Education International, 9, 68-77.
  • Maker, C. J. (1994). Authentic assessment of problem solving and giftedness in secondary school students. The Journal of Secondary Gifted Education, 6, 19-26.
  • Maker, C. J. (1996). Identification of gifted minority students: A national problem, needed changes and a promising solution. Gifted Child Quarterly, 40, 41-50.
  • Maker, C. J. (1997). DISCOVER Problem-Solving Assessment. Quest: the Journal of the Division of Research and Evaluation, National Association for Gifted Children, 1, 3, 5, 7, 9.
  • Maker, C.J. & Nielson, A.B. (1995). Teaching/Learning models in education of the gifted. (2nd ed.). Austin, TX: Pro-Ed.
  • Maker, C. J. & King, M. A. (1996). Nurturing giftedness in young children. Reston, VA: Council for Exceptional Children.
  • Maker, C. J., Rogers, J. A., Nielson, A. B., & Bauerle, P. (1996). Multiple Intelligences, problem solving, and diversity in the general classroom. Journal for the Education of the Gifted, 19(4), 437- 460.
  • Nielson, A. B. (1994). Traditional identification: Elitist, racist, sexist? New evidence. CAG Communicator: The Journal of the California Association for the Gifted, 3, 18-19, 26-31.
  • Powers, S. V. (2003). Evaluation Report: Project LISTO. Tucson, AZ: Creative Research Associates, Inc.
  • Renzulli, J. (1978). What makes giftedness: Reexamining a definition. Phi Delta Kappan, 60, 180-184.
  • Renzulli, J.S. (1986). Systems and models for developing programs for the gifted and talented. Mansfield Center, CT: Creative Learning Press.
  • Sak, U., & Maker, C.J. (2003a, August). Assessing and Cultivating children’s divergent and convergent thinking using the Problem Continuum. Paper presented at the 15th World Conference for Gifted and Talented Children, Adelaide, South Australia.
  • Sak, U., & Maker, C. J. (2003c, April). The predictive validity of the DISCOVER Assessment: Problem solving abilities in intellectual domains. Paper presented at the CEC 2003 Annual Convention and Expo, Seattle, WA.
  • Sarouphim, K. (1999a). Discovering multiple intelligences through a performance-based assessment: Consistency with independent ratings. Exceptional Children, 2, pp.151-161.
  • Sarouphim, K. (1999b). DISCOVER: A promising alternative assessment for the identification of gifted minorities. Gifted Child Quarterly, 4), 244-251.
  • Sarouphim, K. (2000). Internal structure of DISCOVER: A performance-based assessment. Journal for the Education of the Gifted, 3), 314-327.
  • Sarouphim, K. M. (2001). DISCOVER: Concurrent validity, gender differences, and identification of minority students. Gifted Child Quarterly, 2, 130-138.
  • Sarouphim, K. M. (2002). DISCOVER in high school: Identifying gifted Hispanic and Native American students. The Journal of Secondary Gifted Education, 1, 30-38.
  • Schiever, S., & Maker, C.J. (1991). Enrichment and acceleration: An overview and new directions. In N. Colangelo., & G. Davis (Eds.), Handbook of gifted education. (pp. 99-110). Boston: Allyn & Bacon.
  • Schiever, S., & Maker, C.J. (1997). Enrichment and acceleration: An overview and new directions. In N. Colangelo., & G. Davis (Eds.), Handbook of gifted education. (pp. 113-125). 2nd ed. Boston: Allyn & Bacon.
  • Shonebaum, J. A. (1997). Assessing multiple intelligences of children who are deaf with DISCOVER process and the use of American Sign Language. Unpublished masters thesis. The University of Arizona, Tucson.
  • Spearman, C. (1927). The abilities of man: Their nature and measurement. New York: Macmillan.
  • Sternberg, R.J. (1984). The Triarchic mind: A new theory of human intelligence. New York, NY: Penguin Books.
  • Sternberg, R.J. (1986). Conceptions of giftedness. New York, NY: Cambridge University Press.
  • Sternberg, R.J. (1997). What does it mean to be smart? Educational Leadership, 54, 20-24.
  • Sternberg, R. J. (1999). Intelligence as developing expertise. Contemporary educational Psychology, 24, 259-375.
  • Sternberg, R.J., & Grigorenko, E.L. (2002). Dynamic testing: The nature and measurement of learning potential. New York, NY: Cambridge University Press.
  • Sternberg, R.J., Lautrey, J., & Lubart, T.I. (2003). Models of intelligence. Washington, DC: American Psychological Association.
  • Stevens, B. (2000). Relationship between the DISCOVER Assessment and Wechsler Intelligence Scale as identifiers of gifted children. Unpublished master’s thesis. The University of Arizona, Tucson.
  • Torrance, E. P. (1972). Predictive validity of the Torrance Test of Creative Thinking. Journal of Creative Behavior, 6, 52-57.
  • Vantassel-Baska, Johnson, and Avery (2002). Using performance tasks in the identification of economically disadvantaged and minority gifted learners: Findings from Project STAR. Gifted Child Quarterly, 46, 110-123.