Evaluation models for gifted education programs: a critical examination and comparative study

Abstract

The purpose of this paper is to assess the quality of the planning and implementation of the evaluations of programs for gifted students, the findings obtained, and their validity. We conducted a thorough investigation and an international comparative analysis of foreign content starting points in the field of evaluation of programs of gifted education programs, in which we have presented modern didactic mechanisms that strive to renew the evaluation of program implementation, based on the tendency to improve the situation in the case of implementation of programs, for the gifted students. The literature search identified 713 documents (program evaluation), of which 485 were substantively relevant (evaluation of gifted programs). In the meta-analysis, the descriptive method was supplemented by a content analysis of the gifted programs. The evaluation found that coordinators are dissatisfied with the approach to identifying gifted students and that they have difficulty interpreting policy requirements and respond very pragmatically, and that the implementation of curriculum adaptations is poor. Based on the research findings, four suggestions were made: (i) increase the use of differentiated instruction and personalized learning, (ii) clearly define expectations for instruction for gifted children and align these expectations with the roles and responsibilities of gifted coordinators, teachers, and principals; (iv) develop and implement a plan for clear and regular communication with parents and students.