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.

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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).

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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.

Contemporary thinking challenges the view that giftedness and high IQ are synonymous. Contemporary thinking also challenges the view that being gifted is something real. A number of authorities in the gifted field advocate a paradigm shift; moving away from emphasizing categorical definitions of giftedness and adopting a talent development perspective. This shift to a developmental perspective advocates that we consider giftedness as the unfolding and transforming of uncanny potential among young children into actual outstanding performance and accomplishments in adulthood. The early identification and ongoing assessment of individuals of uncommon ability takes on a more complex, nuanced, and rich perspective when viewed from a developmental model.