For today's societies trying to cope with the current globally increased competition, existence of individuals who can take risks, solve problems and adopt changes an innovation has gained more importance when compared to the past. This situation brings responsibility to educational institutions for increasing the number of innovative individuals…

Dynamic assessment methods, initially developed by Feuerstein in the 1970s, have been recommended as being more equitable for identifying the academic abilities of students who may not perform well on traditional assessments due to these learners' cultural, linguistic, or economic differences from the population for whom the traditional measures…

The Hope Scale is an 11-item teacher-rating instrument designed to help identify academic and social components of giftedness. It provides insights from teachers who work with students on a daily basis, which may differ from the type of information yielded through achievement and ability tests. The Hope Scale development was made possible by the…

The Assessment of Basic Learning Abilities (ABLA) is an empirically validated clinical tool for assessing the learning ability of persons with intellectual disabilities and children with autism. An ABLA tester uses standardized prompting and reinforcement procedures to attempt to teach, individually, each of six tasks, called levels, to a testee,…

In an effort to standardize academic risk assessment, the NCAA developed the graduation risk overview (GRO) model. Although this model was designed to assess graduation risk, its ability to predict grade-point average (GPA) remained unknown. Therefore, 134 individual risk assessments were made to determine GRO model effectiveness in the…

There is a fallacy about identifying gifted and talented children and youth that refuses to go away: It is the notion that a single score is "sufficient" for determining giftedness. In this article, the author addresses several reasons for the longevity and ubiquity of this myth, as well as the data that call the myth into question. These include…

Effective talent-identification procedures minimize the proportion of students whose subsequent performance indicates that they were mistakenly included in or excluded from the program. Classification errors occur when students who were predicted to excel subsequently do not excel or when students who were not predicted to excel do. Using a…