Assessing Artistic and Problem-Solving Performance in Minority and Nonminority Students Using a Nontraditional Multidimensional Approach

Abstract

The persistent underrepresentation of ethnic minority students in gifted programs requires change. Because identification tools used for entry into gifted programs often are held responsible for minority underrepresentation, this study investigated several nontraditional assessments for their efficacy in identifying both minority and nonminority students. A sample of 433 sixth-grade students responded to a drawing task and to two problem-solving assessments. Peer and teacher nominations also were used in the identification process. Findings indicated that the assessments identified a proportionate number of minority and nonminority students with potential in art or problem solving. The study holds promise for a multidimensional approach and for specific nontraditional assessments as means of effectively identifying both minority and nonminority student talents in art and problem solving. The study also suggests directions for further research.&dquo;There is something that is much more scarce, something rarer than ability. It is the ability to recognize ability. &dquo; -Lll><>rt t ItlbbardWe are seeing increasing evidence from studies of our nation's youth that the pool of children and adolescents whose talents and ahilities ii-c, recognized, nurtured, and valued is shrinking. A recent Children's Defense Fund report (1991) warned that millions of children who may help determine our country's ability to lead and compete in the future are being abandoned by paralysis of public and private conscience. We are losing untold talents to violence, drugs, apathy. and neglect: and this loss is especially prominent among AfricanAmericans, Hispanic-Americans, and Native Americans, groups traditionallv identified as ethnic minorities.

Where gifted children do and do not excel on metacognitive tasks∗

“…In addition, a larger number of students were identified as exhibiting evidence of exceptional potential (23 as compared to 13). Clasen, Middleton, and Connell (1994) investigated the usefulness of nontraditional identification tools for minority populations. These assessments involved two contextual problem-solving tasks which were scored for fluency and flexibility, as well as a drawing task which was scored for level of artistic ability (Cornia, Stubbs, & Winters, 1983).…”

Programs and Practices for Talented Students: Insights from Evaluation and Research

“…The implications for best practice from this study and from other work that has appeared recently in the Gifted Child Quarterly are twofold: First, we can identify culturally diverse students by carefully defining giftedness and broadening our traditional notions of it (Maker, 1995) and by targeting talents outside traditional academic domains (Baum, Owen & Oreck, 1996;Clasen, Middleton & Connell, 1994). Second, we can identify ethnic minority students through cognitive measures related to academic accomplishment.…”

Project stream:A 13‐year follow‐up of a pre‐college program for middle‐ and high‐school underrepresented gifted

“…Minority students in the top 5% of problem-solving or art ratings were eligible for program participation. (See Clasen, Middleton, & Connell, 1994 for a more detailed description.) (c) Grade Point Average.…”