An Empirical Investigation of the Internal Validity Structure of Three Major Teaching Rating Scales for Use in Gifted and Talented Student Identification

• In Event: Issues in Identification and Measurement of Student Abilities and Talent

Abstract

Gifted and talented student identification is one of the most discussed topics in the field. Unfortunately, nearly all available methods fail to locate students from minority or low-SES families. One reason for this is the correlation between SES and standardized test scores. This study investigated internal and across-group validity evidence of three teacher rating instruments. The goal was to evaluate the degree to which these instruments could be used in identification procedures across diverse groups of K-5 students. Results indicated all three instruments failed to meet traditional fit criteria, but to varying degrees. For all three, race was less of a factor in lack of fit than income group. Results suggest that further revisions are needed for all three instruments.

Author

• Scott Joseph Peters, University of Wisconsin - Whitewater