Exploring identification procedures of gifted students by teacher ratings: Parent ratings and student self-reports in Hong Kong

Exploring identification procedures of gifted students by teacher ratings: Parent ratings and student self-reports in Hong Kong

• Chan, David W. Dept. of Educational Psychology, Faculty of Education, Chinese University of Hong Kong

High Ability Studies, 11(1), 69-82, 2000

Routledge

2000

• E Special Education
  • EC Education for the Gifted & Talented Learners
• L Educational Measurement & Evaluation
  • LA Intelligence, Ability & Aptitude Tests

Gifted Children Students -- Rating of Hong Kong China

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

Previous studies have provided equivocal results regarding the use of teacher and parent ratings in identifying gifted students. This study explored their use through identifying those student behavioral characteristics on which such judgments were based, assessing their correspondence with student self-report data, and evaluating the differences between teacher and parent ratings. Teachers and parents of 109 gifted students (45 boys and 64 girls) provided ratings using Chinese versions of the Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS) (Renzulli, Smith, White, Callahan & Hartman, 1976). Results show a greater relevance for measuring leadership and motivation characteristics, and less relevance on creativity characteristics. Also, scales appear not to be good predictors of student self-report data on IQ, creativity and leadership. However, the Chinese SRBCSS was nevertheless demonstrated to be a viable instrument, yielding important data not available by self-report instruments for identifying gifted students.
[Copyright of High Ability Studies is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13598130050032190]

• English

Journal Articles

• 13598139

• 10.1080/13598130050032190

https://bibliography.lib.eduhk.hk/bibs/c9a72d07

2010-09-08