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Life is not easy for any of us. But what of that? We must have perseverance and above all confidence in ourselves. We must believe that we are gifted for something and that this thing must be attained.

- Marie Curie 

Evaluation and Self Review

Sound evaluation and self-review of gifted and talented programmes is essential in terms of accountability. This evaluation needs to be both formative and summative with schools using the findings to support the ongoing nature of the programme (ERO, 2008). By regularly reviewing and evaluating the programme, you are able to set realistic goals to help you to meet the needs of your GATE students.

In 2008, ERO reviewed school GATE practices with the following questions. These questions can be used to help guide the school’s GATE evaluation and self-review process. 

  • How well does the school leadership support the achievement of gifted and talented students?
  • How inclusive and appropriate are the school’s processes for defining and identifying giftedness and talent?
  • How effective is the school’s provision for gifted and talented students?
  • How well does the school review the effectiveness of their provision for gifted and talented students?
  • To what extent do gifted and talented programmes promote positive outcomes for gifted and talented students? 

It is important to use a range of both quantitative and qualitative methodologies to ensure the robustness of the review, including student achievement data, observation, interviews, and questionnaires. The Education Review Office provides key questions and indicators for evaluation, self-review: leadership, processes, programmes, outcomes, and effectiveness, in the following reports:

What is the difference between evaluation and self review?

These terms are sometimes used interchangeably however they do have different processes and outcomes.

Evaluation: This is about making a judgment on the programme – is it effective or not effective? This is sometimes done by outside agencies (e.g. ERO) or can be done as part of the Strategic Planning process.

Self-Review: This is done at regular intervals to assess the strengths and needs of the school and to plan the next steps. Ideally, this would be done annually or biannually to guide the GATE team in effectively implementing provision for GATE students. Self-review is performed by participants within the school.