This Institute was a residential summer program for highly talented students in the visual arts entering grades 7 to 10. The Institute attracted students from throughout Indiana, from other states in the Midwest and beyond, and from a number of foreign countries; students attended from, for instance, Ohio, Kentucky, Georgia, and Arizona, as well as Brazil, Spain, England, Viet Nam, Indonesia, and Singapore. Findings from such field tests and use of the instrument in the IU Summer Arts Institute will be discussed and their implications for more efficient and effective identification of abilities of talented students will be reported.
Identification Procedures and Problems
An increasingly popular recommendation and practice is to expect an efficient and effective identification program to include the use of at least three identification procedures that differ in kind, a practice that is called the multiple criteria model (Gallagher 1975; Van Tassel-Baska 1984). In other words, reliance upon such common indicators as a single IQ score or a single achievement test score is discouraged or banned in many communities and states. Similarly, reliance upon even a battery of tests, if the tests measure similar traits, is discouraged or banned. In visual and performing arts programs for highly talented students, the most common reaction to these pressures has been to ask for a self-nomination, a portfolio or recorded performance, and an interview (Clark & Zimmerman 1984). These are three procedures that differ in kind, but the last two have other characteristics that make them expensive and impractical for many schools.
Self-nomination is not a problem because this simply means filling out a form or writing a letter. Being asked to present a portfolio or recorded performance or to participate in an interview may place undue demands on many