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Scales for Identifying Gifted Students (SIGS): A Comprehensive Guide

Brenton Cox

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Published in Scales For Identifying Gifted Students (SIGS 2): Examiner S Manual

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Identifying gifted students is essential for providing them with the appropriate educational opportunities to reach their full potential. Scales for Identifying Gifted Students (SIGS) are among the most widely used tools for this purpose. This article provides a comprehensive guide to SIGS, including their history, development, types, administration, scoring, and interpretation.

The concept of giftedness dates back to the early 1900s when psychologists such as Lewis Terman and Alfred Binet began studying the characteristics of exceptional children. In the 1920s, Terman developed the Stanford-Binet Intelligence Scale, which became the gold standard for measuring intelligence. However, it was soon recognized that traditional intelligence tests were not sufficient to identify all gifted students, as they often failed to capture other aspects of giftedness, such as creativity and motivation.

In the 1950s and 1960s, researchers began developing scales specifically designed to identify gifted students. These scales typically included measures of cognitive abilities, achievement, creativity, and motivation. One of the first such scales was the Torrance Tests of Creative Thinking, developed by E. Paul Torrance in 1966.

Scales for Identifying Gifted Students (SIGS-2): Examiner's Manual

by Charles Dickens

5 out of 5

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There are numerous SIGS available, each with its unique strengths and weaknesses. Some of the most commonly used SIGS include:

Cognitive Scales: These scales measure intellectual abilities, such as reasoning, problem-solving, and memory. Examples include the Wechsler Intelligence Scale for Children (WISC) and the Kaufman Assessment Battery for Children (KABC).
Achievement Scales: These scales measure academic achievement in specific subject areas, such as reading, mathematics, and science. Examples include the Stanford Achievement Test (SAT) and the Iowa Tests of Basic Skills (ITBS).
Creativity Scales: These scales measure creative thinking skills, such as originality, flexibility, and fluency. Examples include the Torrance Tests of Creative Thinking and the Creativity Assessment Scale (CAS).
Motivation Scales: These scales measure students' motivation and engagement in learning. Examples include the Motivational Scales for Gifted Students (MSGS) and theIntrinsic Motivation Inventory (IMI).

SIGS are typically administered by trained professionals, such as school psychologists or guidance counselors. The administration time varies depending on the scale, but most SIGS take between 30 minutes and 2 hours to complete.

During the administration, students are asked to complete a series of questions or tasks that measure their cognitive abilities, achievement, creativity, and motivation. The responses are then scored and interpreted to determine whether a student meets the criteria for giftedness.

The scoring of SIGS involves converting raw scores into percentile ranks or other standardized scores. These scores indicate how a student compares to other students of the same age and grade level.

The interpretation of SIGS requires careful consideration of the student's scores on all subtests. A student who scores high on cognitive scales but low on achievement scales may have a learning disability that is interfering with their academic performance. Conversely, a student who scores high on creativity scales but low on motivation scales may need additional support to develop their self-motivation.

SIGS are valuable tools for identifying gifted students, but they are not perfect. No single scale can capture all aspects of giftedness, and there is no definitive cutoff score that determines whether a student is gifted or not.

SIGS should be used as one component of a comprehensive assessment process that also includes teacher observations, parent reports, and student work samples. By considering multiple sources of information, educators can make more informed decisions about whether a student is gifted and what type of educational services they need.

SIGS have been the subject of some controversy and criticism over the years. Some critics argue that SIGS are biased toward certain demographics, such as students from higher socioeconomic backgrounds. Others argue that SIGS can lead to over-identification of gifted students, which can result in a narrowing of the curriculum and reduced opportunities for other students.

It is important to acknowledge these criticisms and use SIGS with caution. However, when used appropriately, SIGS can be a valuable tool for identifying gifted students and providing them with the support they need to reach their full potential.

SIGS are a widely used and effective tool for identifying gifted students. By measuring cognitive abilities, achievement, creativity, and motivation, SIGS can help educators make informed decisions about whether a student is gifted and what type of educational services they need.

However, it is important to use SIGS with caution and in conjunction with other forms of assessment. By considering multiple sources of information, educators can make more accurate and holistic decisions about the identification and education of gifted students.

Scales for Identifying Gifted Students (SIGS-2): Examiner's Manual

by Charles Dickens

5 out of 5