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Peer reviewedTyler-Wood, Tandra; Carri, Louis – Roeper Review, 1991
This study examined the scores obtained by 21 elementary-level gifted students on 4 different intellectual measures--Stanford-Binet (LM), Stanford-Binet (Fourth Edition), Otis-Lennon School Abilities Test, and the Cognitive Abilities Test. Results showed that the population of gifted students identified will vary greatly depending upon which test…
Descriptors: Ability Identification, Cognitive Ability, Elementary Education, Evaluation Methods
Peer reviewedHadaway, Nancy; Marek-Schroer, Marilyn F. – Roeper Review, 1992
This article highlights problems inherent in traditional screening measures for giftedness and suggests the student portfolio as a promising alternative for the identification of gifted children, especially those from special populations. Examples of items to be included in portfolios include writing samples, journals, artwork, projects, class…
Descriptors: Ability Identification, Cultural Differences, Elementary Secondary Education, Evaluation Methods
Peer reviewedPatton, James M. – Exceptional Children, 1992
This article presents a schema designed to guide the development of theory, methodology, and research related to the psychoeducational assessment of African-American learners with gifts and talents. The relationships among African-American worldviews, needed psychoeducational assessment theory and methodology, and desirable assessment and…
Descriptors: Ability Identification, Black Students, Educational Theories, Elementary Secondary Education
Bartek, Mary M. – Understanding Our Gifted, 2003
Using a sci-fi matchmaking scenario to illustrate the fallibility of technology, this article discusses the practice of reducing a student to a series of test scores for gifted identification. The limits of testing are addressed, and student performance and behavior are urged as additional categories for identifying aptitude and achievement.…
Descriptors: Ability Identification, Academic Achievement, Classroom Observation Techniques, Data Collection
Peer reviewedMatthew, Janice L.; And Others – Journal for the Education of the Gifted, 1992
Use of the System of Multicultural Pluralistic Assessment (SOMPA) with minority disadvantaged children in an urban school district resulted in increased numbers of African-American students (grades two through five) being eligible for gifted programing. Comparison with African-American students selected by traditional means found similar levels of…
Descriptors: Ability Identification, Black Students, Cognitive Development, Cultural Differences
