TitleAn evaluability assessment of an elementary school giftedness program for third through fifth grade students
NameGrant-DeFini, Jennifer Leigh (author), Schneider, Kenneth (chair), Romasz-McDonald, Tanya (internal member), Rutgers University, Graduate School of Applied and Professional Psychology,
Gifted children--Education (Elementary)--Evaluation,
DescriptionSchool-based programs for gifted students are infrequently evaluated, which leaves these programs vulnerable to questions of efficacy (Borland, 1997). School psychologists are in a key position to provide expertise on program design, implementation, and evaluation. A public elementary school giftedness program was selected to demonstrate the procedures of program evaluability assessment, a type of program evaluation. These procedures include involving key stakeholders, clarifying the intended program’s mission, goals, resources, and activities, exploring program reality, and identifying needed program changes (Wholey, 2004). School psychologists may also be called upon for their knowledge of giftedness theories and methods for identifying and educating gifted students based upon training in cognitive abilities and assessment. A review of the literature regarding giftedness is presented, including theories of giftedness and methods for identifying and educating gifted students. Renzulli’s theories and methods are highlighted, as they were the basis for the giftedness program being studied. Additionally, literature is presented regarding evaluability assessment, including the purpose and goals of conducting such an assessment, as well as the procedures to be used. Interviews with key stakeholders, observations, and review of programmatic documents led to the creation of a logic model, a diagram which visually details how a program functions by delineating the resources, activities, and outputs of a program, and the short-term, intermediate, and long-term outcomes which the program is expected to yield. This evaluability assessment found that the intended program and the program reality were closely matched. Areas for program change were identified, including a need for quantifiable outcome measures, adding standardized identification procedures for student admission to the program, and a standardized overall curriculum to ensure that the education of students can continue regardless of who the giftedness facilitator is within the school district.
NoteIncludes bibliographical references (p. 87-91)
Noteby Jennifer Leigh Grant-DeFini
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.