This study analyzes the standardization sample of a new teacher rating scale designed to assist in the identification of gifted students. The Gifted Rating Scales–School Form (GRS-S) is based on a multidimensional model of giftedness. Results indicate no age or race/ethnicity differences on any of the scales and small but significant differences in favor of females on three of the six scales: Artistic Ability, Motivation, and Leadership Ability. Diagnostic efficiency statistics and receiver operating curve analysis support the validity of the Intellectual Ability scale in identifying intellectually gifted students. The Intellectual Ability scale was successful in both correctly identifying students with high IQ scores (test sensitivity) and correctly identifying students without high IQ scores (test specificity). The present findings extend the analysis of the standardization sample reported in the test manual and provide additional support for the psychometric qualities of the GRS-S as a valid gifted screening tool.

The federal definition of giftedness conceptualizes giftedness as extraordinary intellectual and academic ability and high performance capability in creativity, the arts, and leadership. The practice of identifying gifted students in the schools typically centers on assessing intellectual and academic abilities. Rarely do schools identify the other areas of giftedness. This article reviews the technical adequacy and usefulness of three popular teacher rating scales designed to identify gifted students: the Gifted and Talented Evaluation Scales (GATES; Gilliam, Carpenter, & Christensen, 1996); Gifted Evaluation Scale, Second Edition (GES-2; McCarney & Anderson, 1989); and Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS; Renzulli, Smith, White, Callahan, & Hartman, 1976; Renzulli, Smith, White, Callahan, Hartman, & Westberg, 1997).

This study reports on an analysis of the standardization sample of a rating scale designed to assist in identification of gifted students. The Gifted Rating Scales-Preschool/Kindergarten Form (GRS-P) is based on a multidimensional model of giftedness designed for preschool and kindergarten students. Results provide support for: the internal structure of the scale; no age differences across the 3-year age span 4:0-6:11; gender differences on only one of the five scales; artistic talent; and small but statistically significant race/ethnicity differences with Asian Americans rated, on average, 1.5 scale-score points higher than whites and Native Americans and 7 points higher than African American and Hispanic students. The present findings provide support for the GRS-P as a valid screening test for giftedness.

No abstract

Every year, hundreds of thousands of academically gifted 7th- and 8th-grade students participate in 1 of 4 regional or several local talent searches, through which they take the ACT or SAT as an out-of-level test. Participation in a talent search offers young students the opportunity to learn about their abilities, practice taking the standardized test they will eventually take for college admittance, obtain information about educational opportunities, and become eligible for rigorous summer and weekend education programs with similarly gifted peers. Very little information is available from the perspectives of students and parents regarding what it is like to take these tests as a 7th or 8th grader. We surveyed 909 students and their parents about their reasons for participating in one of the regional talent searches, the ways in which they prepared for the test, and their feelings while taking the test. Results suggest that students participated in the talent search primarily to gain experience taking the test and to learn about their abilities. Students and parents reported that taking the test was a positive experience for the student. Parents reported being proud that their children were invited to take the test and felt that participation was an honor.