Critique of the Gifted and Talented Evaluation Scales

There are six sections in the response/summary forms (Jarosewich, Pfeiffer, Morris, 2002). Section one is for identifying information of the student; while section two is where the assessor records the student’s raw scores. Section three plots the results of the GATES in a clear illustration to show the student’s performance against other gifted and talented students. Section four, five, and six all further detail the raw score of the student by converting the raw score into percentiles, etc. Once the scores are completed they can be assessed against the individual scales. Based on the student’s scores, a comparison is made against the ranging standard scale to estimate the likelihood of giftedness and talentedness of the student†¦show more content†¦This reflects that the number of items between the maximum score and the average are consistent and reliable. Test-retest reliability, in the short-term of one week, on all scales except artistic talent wer e fair-to-good (r .59 to .79) for gifted students and excellent (r .80) for average students and students with handicaps (Jarosewich, Pfeiffer, Morris, 2002, p. 329). Inter-rater reliability measures the test’s reliability and consistency across raters (Jarosewich, Pfeiffer, Morris, 2002). GATES does not provide any information regarding inter-rater reliability. Validity Validity is the assessment of the test’s informational construct, content, and criterion (Jarosewich, Pfeiffer, Morris, 2002). Despite the fact that GATES does not reference any giftedness theory or theory of support, content validity is confirmed for GATES since the test was developed based on literature reviews, critiques of existing rating scales, and academic and test construction experts of the field (Jarosewich, Pfeiffer, Morris, 2002, p. 330). A combination between federal guidelines on giftedness and a confirmatory item analysis is the basis of GATES creation. Construct validity is an additional way to provide support for GATES construction by examining its factor structure (Jarosewich, Pfeiffer, Morris, 2002). Through a discriminant analysis, GATES findings incorrectly classified some students as being gifted in leadership (60% of the time) andShow MoreRelatedTeacher / Parent Rating Choices For The 9-12 Grade Gifted Students1035 Words   |  5 PagesThe 9-12 grad e gifted students are placed into Honors and AP classes. The criteria includes: a teacher recommendation letter (8th grade), parent recommendation letter and the report card. Similarly, District C uses Teacher/Parent Rating Scales as a part of the criteria for 2-8 and 9-12. The identification criteria considered for (2-8) also includes a student/parent interview and a math and reading assessment. This is closely aligned with the criteria in District A for 6-8. 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