The following are guidelines for identification, monitoring, and teaching learning strategies for gifted and talented students. They provide a resource on which schools can build defensible programs and provisions for these learners.

Identification

Effective educational programs for gifted students depend on appropriate and accurate identification. In order for identification to be effective for gifted and talented students, a balance of objective and subjective approaches should be adopted. Teachers and parents will then be assisted to identify behaviours, some of which are often perceived as negative, that can indicate the presence of high ability.

Approaches for identification may include:

Objective measures

• IQ tests − in combinations with other measures - (AGQTP, 2005 Core Module 2)
• standardised testing (eg Group tests)
• tests of ability
• tests of performance
• off-level testing
• standardised competitions
• psychometric assessments
• personality assessments
• learning styles inventories
• tests of creativity or critical thinking
• student products assessments
• school marks.

Subjective measures

• checklist of characteristics common to underachieving students
• checklist for students from language backgrounds other than English
• student interest inventory
• teacher nomination checklists
• parent checklist/interview
• self/peer nomination
• information at transition points
• syllabus statements of expected outcomes
• behavioural checklists.

Identification of gifted and talented students should:

• be systematic across the school
• provide for early identification
• ensure that as many characteristics and areas as possible are identified
• use multiple criteria without giving undue weight to any single measure
• be ongoing and fair
• allow open-ended opportunities for gifted students to emerge
• lead to the development of defensible programs for gifted students
• include parent/carer information and students' self and peer assessments, teachers, school executive and school counsellor assessments
• collect data that directly inform program service provision

Monitoring

Monitoring includes a series of assessments done annually which can be used to describe student learning.

Monitoring allows for:

• tracking and reporting of the identified student's learning within a gifted program
• regular review of the placement
• evaluation of the appropriateness of the programs and provisions.

Placement of an identified student within a program for gifted students should not be seen as permanent, as the needs of the identified student may change. The programs and provisions may also need to be adjusted to meet the needs of identified students.