Using Tests to Identify Gifted Students

Most school districts use some form of standardized achievement, intelligence, or creativity tests in the identification and screening process for gifted programs and services. When used properly and when selected with care, these instruments may provide valuable information about students' abilities, including their strengths and weaknesses. Tests are also valuable for assessing students' needs, and for designing programs and services based on these needs. Despite their potential usefulness, tests also have limitations. Testing instruments are not perfect or infallible predictors of intelligence, achievement, or ability and should be selected and used carefully. While critically important in all assessment, this precaution must be given even greater consideration when assessing underserved gifted students (i.e., young children, culturally diverse students, linguistically diverse students, economically disadvantaged students, and students with other special educational needs).

Given the limitations of all tests, no single measure should be used to make identification and placement decisions. That is, no single test or instrument should be used to include a child in or exclude a child from gifted education services. The most effective and equitable means of serving gifted students is to assess them - to identify their strengths and weaknesses, and to prescribe services based on these needs. Testing situations should not hinder students' performance. Students must feel comfortable, relaxed, and have a good rapport with the examiner. Best practices indicate that multiple measures and valid indicators from multiple sources must be used to assess and serve gifted students. Information should be gathered from multiple sources (caregivers/families, teachers, students, and others with significant knowledge of the students), in different ways (e.g., observations, performances, products, portfolios, interviews), and in different contexts (e.g., in-school and out-of-school settings).