Who Gets Identified? The Consequences of Variability in Teacher Ratings and Combination Rules for Determining Eligibility for Gifted Services for Young Children

Abstract

This study illustrates the consequences of accounting for or ignoring teacher variability in student ratings in conjunction with combination rules when identifying students for gifted services in one rural primary school. Teachers ( n = 16) rated 282 first-- and second grade students on creativity, motivation, mathematics, and science. Results indicated the most variability in how teachers used the science scale and the least variability in the mathematics scales. Further, teachers rated female students higher than male students in motivation, but not on any other scale. More students were identified if the top students were identified in each class versus the top students in each grade level, and largely, the students who were identified within their classrooms were not the same students who were identified within their grade level. And as expected, OR rules resulted in the highest number of students identified. Implications and recommendations are discussed.

What Happens After Nomination? Evaluating the Probability of Gifted Identification With the Torrance Test of Creative Thinking

“…The Renzulli Rating Scales measure four dimensions of behavioral characteristics (i.e., Creativity, Motivation, Mathematics, Science; Renzulli, 2010) and ask raters (e.g., teachers) to recognize behaviors that indicate giftedness. Recently, Rambo-Hernandez et al (2023) found large variability in how teachers rate their students with the Renzulli Rating Scales, which would impact the students who go on to be further evaluated. This large variability in teacher ratings could be due to a variety of reasons, one of which is likely deficit-oriented perspectives of ability that can negatively influence who is nominated, especially for CLED students (Anderson, 2020;Ford & Grantham, 2003).…”

Effect of Demographic Variables on the Accuracy of Teacher

“…Although the scale of behavioral traits of gifted students and teacher nominations have been historically examined for its effectiveness in the identification process (e.g., Gridley & Treloar, 1984), there has been a growing concern among researchers and educators about the characteristics and professional expertise of teachers in providing accurate assessment of students' talents (e.g., Peters et al, 2023;Rambo-Hernandez et al, 2023). The most critical concern has been frequently found regarding the low accuracy among teacher nominations of gifted students (Anthony, 2022;Biber et al, 2020;Dicke, 2012;Gear;1976;Gralewski, & Karwowski, 2013;Jarosewich et al, 2002;McBride, 1992).…”