Gifted Education

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Select Entry Accelerated Learning Program

Selecting students

Placement in a SEAL program should be seen as the most appropriate placement for an individual student. For some students, placement in a SEAL program may still be a compromise. An exceptionally gifted and high potential student l will need additional challenge and acceleration compared to most of the SEAL cohort. The SEAL program will simply be the best option available for that student. The age of a student should not prohibit them from entering a SEAL program.

Each school is responsible for determining their own student selection criteria within the context of these guidelines.

Students are sometimes coached to ensure their acceptance into SEAL programs. Giving all potential applicants copies of sample tests and interview questions can help to make the process more accessible and fair.

A student may interview successfully but receive a poorer than expected test result or school report. Therefore it is important to use a combination of tools in the selection process rather than a single source of information.

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Identification and assessment - Choosing the test

In deciding on the selection process schools need to be mindful of their student population. Some groups will be disadvantaged by conventional assessment procedures, in particular students learning English as a second language, Koorie students and some students from low socio-economic groups.

It is essential that the test selected by a school is able to make fine discriminations between the range of gifted and high potential students.

Specifically designed ability tests are the most appropriate type of test because they require students to use higher level skills, for example, to make judgements or to identify connections, relationships and patterns that are not explicitly stated. This type of test is also more difficult to ‘prepare’ for thus reducing the risk of students being ‘trained’ for the test. The aim of this type of test is to establish ability or potential rather than to measure current skills and achievement.

Achievement Tests are designed to assess the performance of the student against certain key areas of the curriculum. They are very useful in selecting and sorting students according to levels of attainment but they only classify students into broad groupings based on their performance in these areas. Underachieving gifted and high potential students may score poorly on achievement tests.

Diagnostic tests are designed to identify specific areas of difficulty that a student may be experiencing. These are not designed to identify students with higher abilities but may provide useful additional information about some students.

Schools currently operating SEAL programs use one of the following organisations that provide an ability testing service. The Department of Education does not endorse one test over another and the list is not exhaustive. Schools are advised to seek out a range of options to find the most appropriate screening tools for their school community.

The following organisations prepare, mark and provide test results to the school:

Additional data is also sought from the previous school, from student interviews, student portfolios and from specialist reports such as a psychologist’s report.

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Screening students

Initial screening and/or confirmation of a student’s giftedness or high potential may have taken place in primary school. This information is useful but (with the exception of a psychologist administered IQ assessment), may not pick up on underachieving gifted and high potential students. This information may assist with the development of a short list.

Assessment measures reported may include the following identification instruments/procedures:

  • individual IQ assessment*
  • non verbal ability test, e.g. Raven’s Progressive Matrices
  • scholastic aptitude test (ACER - modified)
  • year 6 report/referral
  • student portfolio
  • argumentative writing
  • interviews (especially for students learning English as a second language).

Further screening could include:

  • teacher recommendation
  • samples of work from primary schools
  • school devised maths/English tests
  • primary school reports
  • short answer questionnaire
  • supporting evidence (e.g. teacher reference)
  • interview with parent and student
  • discussion with primary school teachers - particularly if there is a discrepancy between testing and teacher recommendation
  • previous Australian Primary Talent Search results (http://www.arts.unsw.edu.au/gerric/stdt_apts.html)

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IQ tests

Only a registered psychologist can administer and interpret an IQ test. This is a complex and effective but time consuming process. An IQ assessment is the most reliable measure of intellectual potential. Where there is a discrepancy between a selection test result and an established IQ assessment, the IQ result is considered a more reliable measure. The school is advised to contact the education psychologist who provided the IQ assessment report for advice on the most appropriate placement and provision for this student. Where placement in the SEAL program is not recommended an alternative student learning plan will need to be developed.