Gifted Identification Matrices: An Exploratory Study of Measurement Considerations

• In Event: Measurement Scales and Psychosocial Development

Abstract

Gifted identification is essentially a measurement question. This study explores the measurement properties of gifted identification matrices, which are used to convert students’ percentile scores to matrix points and identify students for gifted programming based on their total matrix points. We examined 12 combinations made up of 3 foundational matrices and 4 percentile-to-matrix point conversion systems. By systematically comparing metrics of construct validity, fairness, and reliability of these 12 matrix versions and 3 simple weighted composites, we found that the percentile-to-matrix point conversions included in these matrices are often the determining factor for which students are identified. These conversion systems affected the construct validity of the foundational matrices, did not improve fairness, and varied widely in terms of reliability.

Authors

• Pam Peters, Michigan State University

• D. Betsy Mccoach, University of Connecticut

• Catherine A. Little, University of Connecticut