An assessment of identification procedures used in the selection of gifted students

Abstract

As a result of recommendations made by teaching personnel of a program for gifted learners from Pictou District School Board, Nova Scotia, a study was initiated to investigate the identification procedures being used to classify these students. More specifically, a repeated-measures design was utilized to provide increasing sequential information over four distinct phases to discern what information was being used by school guidance counsellors to identify gifted individuals. The students participating in the study were one hundred seventy-five, thirteen and fourteen year old boys and girls enrolled in all grade eight classrooms located in nine schools of the Pictou District School Board. The findings provided some support for the expectation that additional, diverse information would change ratings made on students; the post-study questionnaire provided explanations for the present findings which resulted in recommended changes to the previous screening procedures. (Abstract shortened by UMI.)