Evaluating gifted programs: Documenting individual and programmatic outcomes

Beggs, Donald L.; Mouw, John T.; Barton, Joe Ann

doi:10.1080/02783198909553238

Cited by 8 publications

(4 citation statements)

References 1 publication

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“…Further, there is a need to appropriately apply a full range of evaluation methodology to the problems presented in assessment of student growth in programs for the gifted. Even many of the &dquo;strong&dquo; districts showed only fledgling movement in the direction of experimental design to demonstrate student growth (Beggs, Mouw, & Barton, 1989;Callahan, 1983;Carter, 1986;Payne & Brown, 1982), and few appear to have tapped the range of possibilities of qualitative design for evaluating programs for the gifted (Janesick, 1989;Lundsteen, 1987).…”

Section: Discussion and Recommendationsmentioning

confidence: 99%

Case Studies of Evaluation Utilization in Gifted Education

Tomlinson

Bland

Moon

et al. 1994

Evaluation Practice

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Section: Discussion and Recommendationsmentioning

confidence: 99%

Case Studies of Evaluation Utilization in Gifted Education

Tomlinson

Bland

Moon

et al. 1994

Evaluation Practice

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“…A sample of 196 students was randomly drawn from the population of senior students. The sample size (n=196) was determined using Krejcie and Morgan's (1970) (Beggs & Mouw, 1989) was used to assess the cognitive abilities of students on three cognition levels (basic cognitive abilities, application abilities, and critical thinking abilities) using items on three content areas (verbal, quantitative, and spatial).…”

Section: Methods/proceduresmentioning

confidence: 99%

“…The intent of the DCAT was to provide an indication of cognitive characteristics that can be altered in the school environment (Beggs & Mouw, 1989). Thus, based on the data, there remains latitude for cognitive growth in senior students.…”

Section: Conclusion Implications and Recommendationsmentioning

confidence: 99%

Examining Cognition Levels Of Students Enrolled In A College Of Agriculture

Torres¹,

Cano²

1995

JAE

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Thinking is a hallmark to success. Literature suggested that students who attended college "knew" more when they graduated than when they entered as freshmen. However, is "knowing" enough? This study sought to determine the cognitive development on three cognition levels of senior students enrolled in a college of agriculture. A random sample of senior students was selected for the study. The Developing Cognitive Abilities Test (DCAT) was used to assess students' cognitive abilities on three cognition levels that are consistent with the five lower levels of Bloom's taxonomy of cognitive levels. The results suggested that latitude exists for growth in the cognitive development of senior students; that senior students tended to do best, comparatively, on application abilities; that cognitive development by gender was similar; and that for students in the study, certain academic majors tended to do better on the levels of cognition. Recommendations are offered based on the results and for future research.

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“…S econd, within the past decade, there has been an increase in accountability expectations especially in the field of gifted education (e.g., Association for the Gifted, 1989;Beggs, Mouw, & Barton, 1989;Carter, 1991;Purcell, 1995). In addition, granting agencies (e.g., private foundations) are emphasizing evaluation and outcome studies across all levels of the grant process.…”

mentioning

confidence: 98%