Issues and opportunities when using rating scales to identify creatively gifted students: Applying an IRT approach

Lisa M. Ridgley, Lisa DaVia Rubenstein and W. Holmes Finch

Gifted and Talented International, 2019, vol. 34, issue 1-2, 6-18

Abstract: Identifying creatively gifted students remains a challenging yet important task. Often, teacher rating scales are used to assess students’ creative behaviors; however, the school environment may not always provide opportunities for students to demonstrate creative ability, making it challenging for teachers to observe students’ creative potential. Therefore, the purpose of this study was to (1) explore students’ perceptions of their own creativity, (2) determine the discriminatory validity of the creativity subscale of the Scales for Identifying Gifted Students (SIGS-C), and (3) compare students’ and teachers’ ratings on the SIGS-C. Data were collected from 236 middle and high school students and their teachers in the United States. Significant differences existed between how students perceived their creativity in general and at school (t(217) = 7.946, p

Date: 2019
References: Add references at CitEc
Citations:

Downloads: (external link)
http://hdl.handle.net/10.1080/15332276.2020.1722041 (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:34:y:2019:i:1-2:p:6-18

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

DOI: 10.1080/15332276.2020.1722041

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 ().