Discover: Across the Spectrum of Grades: A Promising Alternative Assessment for Minority Identification?

Ketty Sarouphim

Gifted and Talented International, 2005, vol. 20, issue 2, 70-77

Abstract: The purpose of this study was to investigate the effectiveness of DISCOVER, a performance-based assessment developed for the identification of gifted minority students. DISCOVER is embedded in Gardner’s MI theory and consists of five activities which assess spatial, logical-mathematical and linguistic intelligences. The sample consisted of 955 students from K-12 taken from 10 schools in Arizona. The results showed low observers’ inter-rating correlations, indicating that students given high ratings in activities measuring one particular intelligence were not necessarily given similar high ratings in the other activities measuring different intelligences. In other words, students who were identified in one intelligence were not necessarily identified in the other intelligences, suggesting a good fit between DISCOVER and MI theory. Another finding is a lack of significant ethnic and gender differences in identification. Finally, a total of 20.9% participants were identified, suggesting that DISCOVER might contribute to diminishing the problem of minority underrepresentation in programs for the gifted. However, further studies should focus on the predictive and concurrent validity of DISCOVER before sounding a call for expanding its use.

Date: 2005
References: Add references at CitEc
Citations:

Downloads: (external link)
http://hdl.handle.net/10.1080/15332276.2005.11673455 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:ugtixx:v:20:y:2005:i:2:p:70-77

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/ugti20

DOI: 10.1080/15332276.2005.11673455

Access Statistics for this article

Gifted and Talented International is currently edited by Sheyla Blumen

More articles in Gifted and Talented International from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().