The identification of gifted students in the schools may seem like a straightforward activity. However, how one approaches the process depends on one's conception of giftedness. For example, if one embraces a conception of giftedness based on the notion that giftedness equates to high intelligence or g, then one could select any number of IQ tests (including nonverbal scales) heavily weighted with g. Conversely, if one embraces a conception of giftedness that equates with multiple manifestations of giftedness, then the selection of tests should be different. Rating scales, along with nominations, authentic and portfolio assessment, and dynamic assessment, should play a role in gifted identification if one views giftedness as more than high IQ.

Rating scales are among the most widely used instruments for identifying students ...

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