STEVEN I. PFEIFFER, PHD, is a licensed psychologist and Professor and Director of Clinical Training in the combined School Psychology and Counseling Psychology program at Florida State University. An authority on the psychology of giftedness, he is the lead author of the Gifted Rating Scales, a widely used measure to help identify gifted students published by Pearson Assessment. Previously, Dr. Pfeiffer served as Executive Director of Duke University's acclaimed precollegiate gifted program.

An Up-to-Date Overview of the Theory and Practice Underlying Gifted Assessment
Essentials of Gifted Assessment introduces readers to the theory and practice underlying gifted assessment. Steven Pfeiffer, a leading expert in the field of gifted assessment, discusses what it means to be gifted, why we should identify gifted students, and the purposes of gifted assessment.
Well-organized and engaging, the book examines key principles of gifted assessment and provides an up-to-date overview of gifted assessment measures. Topics include the use of local norms, measuring creativity and motivation, nonverbal measures, the importance of recurring gifted assessment, multi-potentiality, gifted testing and minority group students, and evaluating the twice-exceptional student. Early identification and intervention greatly benefits gifted students, who may otherwise never realize their full potential. Throughout the book, Pfeiffer equips school psychologists with the tools they need to:
* Identify and assess uniquely bright and talented students
* Integrate multiple assessment measures including intelligence, cognitive ability, and achievement tests
* Assess gifted students with coexisting disabilities and disorders
* Promote the abilities of gifted students using evidence-based strategies
The book also includes extensive illustrative material, such as callout boxes and case examples, that facilitate use as a quick reference, plus end-of-chapter "Test Yourself" questions that help reinforce key concepts. Essentials of Gifted Assessment helps new and seasoned school psychologists and other professionals acquire the skills and knowledge needed for ethical, evidence-based, and informed clinical practice with high-ability students.

Series Editors' Foreword
Acknowledgements
Introduction to Gifted Assessment
Who are the gifted
Brief history of gifted education
Gifted as a social construction
Tripartite model
Should we identify gifted students?
Purposes of gifted assessment
Conceptions of Giftedness Guide Gifted Assessment
Introduction
Traditional/Psychometric Views
Talent Development Models
Expert Performance Perspective
Multiple Intelligences Model
Theory of Successful Intelligence: WICS
A Synthesis of Divergent Views of Giftedness
Gifted Assessment: Guiding Principles and Fundamental Beliefs
Introduction
Fundamental Beliefs of Gifted Assessment
Key Principles in Gifted Assessment
Conclusion
Decision-Making or Selection Models
Measuring Intellectual and Academic Ability
Introduction
Why and When to Use Tests of Cognitive and Academic Ability
What Tests of Cognitive Ability Measure
General and Specific Abilities
General Ability
Clinical Considerations and Adaptations for High Ability Students
Some Popular IQ Tests Used in Gifted Assessment
A Few Illustrative Academic Measures
Identifying and Assessing Creativity
Defining Creativity
Measuring Creativity
Creativity, Intelligence, and Talent Development
Alternative Gifted Assessment Methods
Teacher and Parent Nomination
Portfolio assessment
Nonverbal Measures
Teacher Ratings
Assessing Readiness for Grade Acceleration
Frequently Asked Questions about Gifted Assessment
Nonverbal tests: Should they be used as part of gifted assessment, and if so, when?
How should we approach the assessment and identification of typically under-represented gifted populations?
What constitutes a complete gifted assessment test battery?
Should social competence, passion for learning, motivation, and emotional intelligence be included in gifted assessment?
When testing high ability students, should we be concerned about multi-potentiality?
Any recommendations for gifted assessment of the twice-exceptional learner?
References
Index