We use local and national norms in gifted identification to compare students to their peers of the same age or grade on a local and/or national level. Norms are essential for ensuring a fair and accurate assessment of a student's ability; they play a crucial role in the process of identifying gifted individuals.
A national norm is established using a large sample of students who match the country’s demographics, including age, gender, race, ethnicity, region, and socioeconomic status. These norms are used and research demonstrates their effectiveness in schools that reflect national diversity.
Use national norms when...
Local norms calibrate a student’s performance to their fellow students within the same building or district. This method ensures scores are derived from a comparison group closely aligned with the local community's demographics. It's proven effective in identifying underrepresented students in gifted education.
Use local norms...
With both national norms and local norming processes available, administrators of gifted programs can better identify those students who would benefit from advanced educational services resulting in increased equity in gifted identification. The option of using either national norms or local norms expands schools’ ability to identify potential.
More information about local and national norms and instructional planning can be found in the book, "Understanding and Using the Naglieri General Ability Tests: A Call for EQUITY in Gifted Education,” designed for use with the Naglieri General Ability Tests. This companion guide helps you support students who have taken or will take the tests.
Join us on Saturday, April 20, 2024 for an event sponsored by the LaFetra College of Education Center for Learning Innovation and Center for Neurodiversity, Learning, and Wellness. Register today!