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Program Evaluation Models in Gifted Education: A Survey

Tyrone O. Gil Jr.(1),


(1) University of the Philippines
Corresponding Author

Abstract


The purpose of this study is to evaluate major program evaluation models in gifted education to determine their effectiveness in improving student outcomes. Using a comparative review approach, the paper examines Callahan’s guide, the REDSIL Model, and Rimm’s comprehensive model. Each model was analyzed based on its emphasis on stakeholder involvement, scope of evaluation, and integration of both process- and product-oriented measures. Findings indicate that Callahan’s guide offers strong stakeholder engagement but limited depth in methodological rigor, while the REDSIL Model provides a flexible qualitative framework with challenges in generalizability. Rimm’s model demonstrates the most holistic approach, capturing goals, processes, and outcomes, yet it requires significant resources for implementation. The discussion emphasizes that no single model is universally applicable; rather, effectiveness depends on alignment with program goals, available resources, and contextual needs. In conclusion, the study underscores the importance of selecting evaluation models strategically to enhance both academic and socio-emotional outcomes for gifted students. This contributes to evidence-based decision-making and improved educational practices in gifted education.

Keywords


Evaluation models; Gifted education; Program evaluation; Program goals; Student outcomes

References


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