Identification Of Pupils Research Articles

The Concurrent Validity of the Peabody Picture Vocabulary Test-Revised Relative to the Comprehensive Tests of Basic Skills

In this investigation the relationship was explored between the Peabody Picture Vocabulary Test-Revised (PPVT-R) and the Comprehensive Tests of Basic Skills (CTBS). The sample consisted of 61 randomly selected elementary school students. The PPVT-R was correlated positively and significantly with all CTBS tests with the exception of Mathematics Computations. Obtained correlations ranged from .09 to .57. Highest correlations fell within the moderate range (.40 to .60). The levels of obtained correlations were sufficient to recommend the use of the PPVT-R as a screening instrument for identification of pupils with academic problems.

A Study of the Effectiveness of Teacher-Based Identification of Pupils with High Ability in the Secondary School

This paper describes a piece of research carried out for the Department of Education and Science and administered by the University of Oxford. It looks into the effectiveness of teacher-based identification of 3rd form secondary pupils in four subjects (Mathematics, Physics, English and French). Subject specific identification was found to be more effective than previous research (identification of children with high general ability) has found. There were, however, indications that teachers did not always know their pupils sufficiently well for their identification strategies to be bias-free. The use of checklists as an aid to identification was studied. The paper describes how checklist-aided identification was no more effective than unaided identification. It also highlights where the problems lie and describes how checklists can be used effectively.

The Incidence and Effective Identification of Pupils with High Ability in Comprehensive Schools

(1984). The Incidence and Effective Identification of Pupils with High Ability in Comprehensive Schools. Oxford Review of Education: Vol. 10, No. 1, pp. 99-113.

Identifying more able Pupils in Secondary Schools

This paper describes part of a recent piece of research into the identification of pupils who have high potential for performance in specific areas of the academic curriculum in secondary schools. We discuss the relationship of this work to the broader definitions of giftedness which are now of considerable interest, and to the existing studies of identification, which tend to concentrate on high IQ children. We outline a test based method of identifying the pupils who have high potential in a specific subject, and report on the extend of the agreement between identification based on such a test procedure, and that based on teachers' judgements. Finally we draw out some implications of the findings for the way in which identification and provision should inter-relate.

How An Urban School System Identifies its Disadvantaged

In San Francisco we have prided ourselves in equalizing educational opportunity, in keeping with the basic principle of public support of American education. Throughout the city schools class size is equal, teacher quality is equal, building facilities are equal, as is the distribution of equip ment, supplies, and supervisory help. We now realize that this is not enough to serve this basic principle. We are not equalizing. Its like this good teachers take in stride the necessity of individualizing instruction of helping those pupils in the class who need extra help. However, good teachers are frustrated in those schools of the city in which there are so many culturally handicapped children in a single class that the teacher cannot provide this extra help. This is the justification of a progam of special help that we might well call compensatory education. In this instance, a special appropriation of $100,000, known as the Superintendent's Compensatory Education Fund would enable us to attack this matter in approximately 15 of our schools. And so it began, and since then the program has been more than doubled. As it moves ahead the problem of identification of pupils deserving this extra service arises. In the discussion that follows the general characteristics of the culturally disadvantaged are described. But in the end there is one key test in the selection of schools to receive special compensatory education services,-namely, those in which there is such a mass. of culturally handicapped children the teachers cannot follow their usual practice of individualizing instruction. Extra help is called for.