Matrix of Commonly Used Assessments for Gifted Identification

Academic or Achievement Measures

Achievement tests that may be considered as qualifying evidence contain one or more of the following attributes:

• Provides a national percentile ranking (NPR) score from a large, normative sample population within the last 5 – 8 years;
• Questions that are adaptive in order to measure above, at or below grade-level abilities;
• Items that measure a broad range of skills and standards within a content domain; and/or
• Summative assessments that measure the mastery level of content skills/standards.

It is important to note that when identifying a student for a specific academic aptitude without a cognitive score, multiple assessment scores over a period of time are considered valid and reliable data. Examining trends over time, especially for primary students, is important when reviewing qualifying data for a specific academic aptitude identification.

Assessments used for grade-level benchmark screenings, to progress monitor a student’s attainment of a specific standard or diagnose a subject-area deficiency are defined as diagnostic or inventory instruments. Diagnostic assessments or skill inventories measure proficiency of grade-level foundational skills. Although these assessments may include an NPR, diagnostic and inventory assessments are not intended to measure exceptional abilities in a specific content area. Because of this narrow focus, these instruments are not used as qualifying data. An example of this type of assessment might include a diagnostic test to identify a reading deficiency or a skills inventory to measure how rapidly a student can compute math facts.

Formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. Formative assessments that are short, periodic and often informal measures of how a student is progressing through a specific lesson or content standard are not used as qualifying evidence.

State assessment data are used to measure student achievement and growth. The performance level of “Exceeds Expectations” is used as qualifying data for gifted identification for specific academic aptitudes in the content areas assessed. Growth or state percentile data are not used for identification purposes. A 95th state percentile is not the same as a 95th national percentile ranking. The state percentile means the student scored at the 95th percentile compared to other students in the state. This percentile may or may not equate to “exceeds expectations” depending on the scaled score for all participating students.

Observation Scales

Observation scales are qualitative measures that depend on the observation of and judgment about student behaviors by professionals who deal with the student on a regular basis and/or the student’s parents. Normed observation scales designed specifically to examine behaviors associated through research with giftedness may be used for identification. Observation scales that are designed to diagnose attention deficits and other specific conditions may not be used for identification. Observation scales that are not normed referenced, but provide informative data on exceptional abilities, such as the Kingore Observation Inventory (KOI), may be used as an indicator to move the student to the gifted identification assessment process. An exception to this standard is the use of research-based scales developed for Specific Talent Aptitudes. Talent scales developed through analysis and research of the discipline may be considered as qualifying evidence for dance, music, performing arts and visual arts. Two examples include the observation scales developed by Dr. Haroutounian or the CDE Talent Observation Scales created by content experts.

Identification Resources

When selecting nationally normed, standardized instruments for the identification of gifted and talented students, educators should consider the following questions:

• What is the purpose for the assessment?
• Is the assessment valid for its purpose?
• Is the assessment reliable?
• Does the assessment measure exceptionality?
• What is the age of the assessment?
• When was the assessment last normed?
• How large was the norming sample?

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Cognitive Assessments

Batería III Woodcock Muñoz

Type of Assessment: Cognitive

Content: Measures general intellectual ability and specific cognitive abilities in Spanish speaking individuals

Age or Grade: 2 years 0 months – 90 years plus

Time: Varies depending on test, approximately 5-10 minutes per test

Administration: Individually administered

Considerations: Spanish version of the Woodcock Johnson III Tests of Cognitive Abilities; Summary report available in English and Spanish

Contact: Riverside Insights

Battelle Developmental Inventory, Second Edition (BDI-2)

Type of Assessment: Cognitive

Content: Developmental assessment for early childhood; Personal-Social, Adaptive, Motor, Communication, and Cognitive ability

Age or Grade: Birth to 7 years 11 months

Time: Complete BDI-2: 1-2 hours; Screening Test: 10-30 minutes

Administration: Individually administered

Considerations: Available in Spanish; The BDI-2 Spanish can be administered entirely in Spanish or English, or combinations of Structured items, completed by the child in either language, can be interspersed with the dominant language of the adult caregiver

Contact: Riverside Insights

Bilingual Verbal Abilities Test (BVAT)

Type of Assessment: Cognitive

Content: Provides measure of overall verbal ability

Age or Grade: 5 years 0 months – Adult

Time: 30 minutes

Administration: Individually administered

Considerations: Assessment available in 17 languages; Any item that is skipped or answered incorrectly is administered in heritage language

Contact: Riverside Insights

Cognitive Abilities Test Full Battery Form 7 or 8 (CogAT)

Type of Assessment: Cognitive

Content: Reasoning and Problem-Solving using verbal, quantitative, nonverbal symbols

Age or Grade: K-12

Time: 30-60 minutes per session depending on test level

Administration: Group administered

Considerations: Research studies show sensitivity to ELL and minority students; The Form (7) will include a Spanish form

Contact: Riverside Insights

Cognitive Abilities Test Screening Form (CogAT)

Type of Assessment: Cognitive

Content: Reasoning and Problem-Solving using verbal, quantitative, nonverbal symbols

Age or Grade: K-12

Time: 30-45 minutes depending on test level

Administration: Group administered

Considerations: The CogAT Screening Form was developed primarily to provide a quick(er), reliable estimate of general ability – particularly in cases where testing time is a concern. The Screening Form does not provide separate scores for V, Q, and N. The separate subtest scores are not sufficiently reliable to stand alone for high-stakes purposes. The Screening Form Total Composite score provides a solid estimate of general ability.

Contact: Riverside Insights

Naglieri General Ability Test (NGAT)

Type of Assessment: Cognitive

Content: Measures general ability using verbal, quantitative, and nonverbal test questions

Age or Grade: Ages 4 years 0 months to 18 years 0 months

Time: 3 tests at 30 minutes each

Administration: Group Administered

Considerations: The Naglieri General Ability Tests include a verbal and quantitative component in order to have a more diverse approach to measuring general ability.

Contact: Naglieri General Ability Test

Differential Ability Scales‐II (DAS-II)

Type of Assessment: Cognitive

Content: Measures verbal, nonverbal, and spatial reasoning abilities

Age or Grade: Ages 2 years 6 months‐17 years 11 months

Time: Core battery 45 - 60 minutes. Diagnostic subtests 30 minutes

Administration: Individually administered

Considerations: Spanish supplement available; works well with twice‐exceptional or potentially twice-exceptional students

Contact: Pearson DAS-II

Kaufman Assessment Battery for Children, Second Edition (KABC-II)

Type of Assessment: Cognitive

Content: Various cognitive abilities based on CHC or Luria models

Age or Grade: Ages 3 years 0 months - 18 years 0 months

Time: 25 - 55 minutes (core battery, Luria model), 35 to 70 minutes (core battery, CHC model)

Administration: Individually administered

Considerations: More culturally and linguistically responsive (although contains verbal administration items), Administration prompts translated into Spanish

Contact: Pearson KABC-II

Kaufman Brief Intelligence Test 2nd Edition (K-BIT2)

Type of Assessment: Cognitive

Content: Measures intellectual ability

Age or Grade: Age 4 years 0 months -90 years 0 months

Time: 20 minutes

Administration: Individually administered

Considerations: Cultural fairness is reflected in norming procedures and item selection. Correct responses in other languages are accepted.

Contact: Pearson K-BIT2

Naglieri Nonverbal Ability Test, Second or Third Edition (NNAT3)

Type of Assessment: Cognitive

Content: Screens for general ability

Age or Grade: K-12

Time: 30 minutes

Administration: Group or individual administration

Considerations: Reliable tool for screening individuals from diverse cultural and linguistic backgrounds

Contact: Pearson NNAT3

Screening Assessment for Gifted Elementary and Middle School Students (SAGES-3)

Content: Measures aptitude and achievement – language arts, social studies, math, science, and nonverbal ability

Age or Grade: Elementary and Middle School aged students

Time: Each subtest requires approximately 20 minutes

Administration: Group or individual administration

Considerations: NA

Contact: Pro-Ed SAGES-3

Stanford Binet Intelligence Scales, 5th Edition (SB 5)

Content: Fluid reasoning, knowledge, quantitative reasoning, visual- spatial processing, and working memory

Age or Grade: Age 2 years 0 months to 85 years plus

Time: Takes approximately 5 minutes per subtest

Administration: Individually administered

Considerations: NA

Contact: Riverside Insights

Test of Mathematical Abilities for Gifted Students (TOMAGS)

Content: Measures students' ability to use mathematical reasoning and mathematical problem solving

Age or Grade: Grade K-6

Time: Not timed

Administration: Group or individual administration

Considerations: *May also be used as a qualifier for math achievement for specific academic aptitude and count as qualifying evidence for a norm-referenced achievement test.

Contact: Pro-Ed Test of Mathematical Abilities for Gifted Students

Test of Nonverbal Intelligence, Fourth Edition (TONI-4)

Content: General cognitive ability

Age or Grade: Age 6 years 0 months – 89 years 11 years

Time: 15 to 20 minutes

Administration: Individual administration

Considerations: Completely language free or also has directions in Spanish, French, German, Chinese

Contact: Pearson Test of Nonverbal Intelligence, Fourth Edition

Universal Nonverbal Intelligence Test Second Edition (UNIT2)

Content: Measures general cognitive ability in a completely nonverbal manner

Age or Grade: Age 5 years 0 months– 17 years 11 months

Time: Depends on battery given – 10-45 minutes

Administration: Individual administration

Considerations: Provides an assessment that neutralizes the impact of language on cognitive processes and abilities; Examiners use 8 universal hand gestures to explain tasks

Contact: Riverside Insights

 

Wechsler Intelligence Scale for Children, 5th Edition (WISC-V)

Content: Measures a child’s intellectual ability including visual spatial and fluid reasoning

Age or Grade: Age 6 years 0 months – 16 years 11 months

Time: Varies depending on age, between 1 hour and 1.5 hours

Administration: Individual administration

Considerations: Complimentary subtests can also measure academic achievement in reading, writing and math

Contact: Pearson Wechsler Intelligence Scale for Children, 5th Edition

 

Wechsler Preschool and Primary Scale of Intelligence, 4^th Edition (WPPSI-IV)

Content: General cognitive ability

Age or Grade: Age 2 years 6 months– 7 years 3 months

Time: Core subtests: Ages 2 years 6 months –3 years 11 months, 30–45 minutes; Ages 4 years 0 months –7 years 3 months, 45–60 minutes

Administration: Individual administration

Considerations:NA

Contact:Pearson Wechsler Preschool and Primary Scale of Intelligence, 4th Edition

Woodcock Johnson Tests of Cognitive Abilities Fourth Edition

Content: Verbal Ability, Thinking Ability, and Cognitive Efficiency

Age or Grade: Age 2 years 0 months– 90 years plus

Time: BIA testing time – 10-15 minutes

Administration: Individual administration

Considerations: Spanish version (see Bateria)

Contact: Riverside Insights

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Achievement Tests

Aprenda: La prueba de logros en espanol, Tercera edicion (Aprenda 3)

Content: Reading, Lexile, Math, Language, Spelling, Listening, Social Science, Science

Age or Grade: Grade K-12

Time: Testing time depends on grade/age

Administration: Individual administration or group.

Considerations: Multiple choice, untimed, Modeled after Stanford 10. Measures Spanish speaking students’ abilities in their native language. Reports are available in English and Spanish.

Contact: Pearson Aprenda: La prueba de logros en espanol, Tercera edicion

ACT

Content: Consists of subject area tests in: English, Mathematics, Reading, Science and optional Writing

Age or Grade: High School

Time: Actual testing time is 2 hours and 55 minutes (plus 30 minutes if taking the ACT Plus Writing).

Administration: Group Administration

Considerations: The test is offered in English only. Extended time testing is available only for students with diagnosed disabilities and is not available solely on the basis of limited English proficiency.

Contact: ACT Online Registration

ACT Aspire Summative Assessment

Content: Summative assessment measures math, English, reading, science and writing

Age or Grade: Grade 3-High School

Time: Full battery, 4- 4.5 hours

Administration: Group Administration

Considerations: Offered online or pencil paper, Vertically articulated, standards-based assessment linked to ACT

Contact: ACT Aspire

Batería IV (Spanish Parallel of Woodcock-Johnson IV)

Content: Measures academic achievement levels of Spanish speaking individuals

Age or Grade: Age 2 years to 90 years plus

Time: Achievement Standard 11 tests (55–65 minutes)

Administration: Individual Administration

Considerations: Access to all the tests and interpretative options of the WJ IV® for Spanish dominant individuals

Contact: Riverside Insights Bateria IV

Colorado Measures of Academic Success (CMAS)

Content: Standards-based summative assessment of English Language Arts (ELA), Mathematics, Social Studies and Science

Age or Grade: Grade 3-10

Time: 55-80 minutes per section

Administration: Group Administration

Considerations: Accommodations available for students with IEP, 504 or NEP/LEP only, in U.S. 3-years of less

Contact: Colorado Department of Education Office of Assessment-CMAS

Galileo K‐12 Online

Content: K‐8 online test to assess student progress in reading, math, writing and science. It provides a predictive analysis of student performance.

Age or Grade: Grade K‐12

Time: Math, Reading /English Language Arts, Writing, Science

Administration: Individual Administration

Considerations: Online administration

Contact: Imagine Galileo

Gates‐ MacGinitie, Forms S & T 4th Edition

Content: Reading

Age or Grade: K‐Adult

Time: Time varies depending on level administered, ranges from 55‐100 minutes

Administration: Group Administration

Considerations: Teacher administered, Alternate Forms for pre and post testing

Contact: Riverside Insights Gates‐ MacGinitie, Forms S & T

iReady Diagnostic*

Content: Reading and Math

Age or Grade: Grade 2-8

Time: Adaptive and user controlled

Administration: Group Administration

Considerations: *Although assessment name states “diagnostic” this is an adaptive test that measures above grade-level performance and provides a national percentile ranking. Technology enhanced items for constructed response, open- ended response, and selected response. Online Administration,  Use the iReady Comprehensive Diagnostic Test covering all strands of the content area.This test provides qualifying evidence when the student scores at the 95^th national percentile ranking (NPR) or above. When identifying a student for specific academic aptitude without a qualifying ability test score, look for a trend in qualifying NPR over time.

Contact: Curriculum Associates iReady Diagnostic

Iowa Assessments

Content: Comprehensive assessment of student progress in major content areas

Age or Grade: Grades K-High School (depending on content area)

Time: Core: 2 hours, 35 minutes Complete: 3 hours, 55 minutes

Administration: Group Administration

Considerations: Online or paper-pencil administration, Spanish language assessment Logramos

Contact: Riverside Insights Iowa Assessments

Kaufman Test of Educational Achievement, (KTEA-3) Third Edition

Content: Measures academic achievement in reading, math, written and oral language

Age or Grade: Age 4 years 6 months to 25 years 0 months

Time: Pre-K: 30 minutes; Grades 1-2: 50 minutes; Grades 3: 80 minutes

Administration: Individual Administration

Considerations: NA

Contact: Pearson Kaufman Test of Educational Achievement

Northwest Evaluation Association (NWEA)-Measures of Academic Progress (MAP)

Content: Computer adaptive interim assessment of Reading, Language Usage and Mathematics (additional Science test is available)

Age or Grade: Grade 2-12

Time: Untimed, but a typical student completes in under 60 minutes /subject area

Administration: Individual Administration

Considerations: Online administration, Spanish version for Math. If circumstances necessitate non- standard accommodations (such as an Individualized Education Plan, 504 plan, or English for Speakers of Other Languages program), the MAP test does not preclude districts from making those accommodations.

Contact: Northwest Evaluation Association Measures of Academic Progress

PSAT

Content: The PSAT Subject Tests are designed to assess academic readiness for college in areas of Reading, Writing and Math

Age or Grade: Grades 9-11

Time: 3 hours; Assigned dates by College Board

Administration: Group Administration

Considerations: Colorado PSAT 10 is administered to all 10^th graders for state assessment. Documented disabilities may be eligible for accommodations.

Contact: The College Board National Office- PSAT

Renaissance Learning STAR Assessments

Content: Computerized screening and progress monitoring assessment of Reading and Math skills

Age or Grade: Grade K – 12

Time: 20 minutes

Administration: Individual Administration

Considerations: Online administration, Standards-based, adaptive assessment providing a national percentile ranking

Contact: Renaissance Learning STAR Assessments

SAT

Content: College placement test to assess critical reading, writing and math

Age or Grade: Grade 11-12

Time: 3-4 hours

Administration: Group Administration

Considerations: SAT is administered to all 11^th graders for state assessment. Documented disabilities may be eligible for accommodations

Contact: The College Board National Office- SAT

Stanford 10

Content: Reading, Lexile Measure, Mathematics, Language, Spelling, Listening, Science, Social Science

Age or Grade: Grade K‐12

Time: 30 minutes per subtest, abbreviated version also available

Administration: Group or Individual Administration

Considerations: Modifications for LEP students report on website Available in Spanish

Contact: Pearson Stanford 10

Scantron Performance Series

Content: Online, adaptive assessment to measure achievement and growth in reading and math

Age or Grade: Math Grade K-12 Reading Grade K-12 LA Grade 2-8 Science Grade 2-8

Time: Adaptive 20 – 60 minutes

Administration: Group Administration

Considerations: Some items include audio support

Contact: Scantron

TerraNova, 3rd Edition

Content: Reading, Math, Language, Science, Social Studies

Age or Grade: Grade K‐12 (some subject areas are not available for all grade levels)

Time: Time depends on subject and grade level, time limits apply

Administration: Group or Individual Administration

Considerations: Teacher administration, SUPERA is the Spanish version of the TerraNova series of assessments

Contact: TerraNova3

Test of Early Mathematics Ability-Third Edition (TEMA)

Content: Measures mathematics performance in multiple domains

Age or Grade: Age 3 years 0 months to 8 years 11 months

Time: 40 minutes

Administration: Individual Administration

Considerations: Studies included show the absence of bias based on gender and ethnicity

Contact: Pro-Ed, Test of Early Mathematics Ability

Test of Early Reading Ability- Third Edition (TERA-4)

Content: Assesses mastery of early developing reading skills

Age or Grade: Age 3 years 6 months to 8 years 6 months

Time: 30 minutes

Administration: Individual Administration

Considerations: Studies included show the absence of bias based on gender and ethnicity

Contact: Pro-Ed Test of Early Reading Ability

Test of Early Written Language (TEWL-3)

Content: Two subtests measure Basic Writing and Contextual Writing

Age or Grade: Age 4 years 0 months to 11 years 11 months

Time: 30-50 minutes

Administration: Individual Administration

Considerations: Characteristics of the normative group correspond to those for the 2010 census data relative to geographic region, gender, ethnicity, Hispanic status, household income, educational attainment of parents, and exceptionality status.

Contact: Pro-Ed Test of Early Written Language

Test of Language Development Primary Edition and Intermediate Edition (TOLD- P:4)

Content: Measures semantics and grammar; listening, organizing, speaking; and overall language ability – Specifically designed to identify students who are significantly below their age range in development and to progress monitor remedial instruction

Age or Grade: Age 4 years 0 months to 8 years 11 months (Primary) Age 8 years 0 months to 17 years 11 months (Inter. Edition)

Time: 30 -60 minutes

Administration: Individual Administration

Considerations: NA

Contact: Pro-Ed Test of Language Development Primary Pro-Ed Test of Language Development Intermediate

Test of Reading Comprehension (TORC-4)

Content: Measures word identification and contextual meaning - Specifically designed to identify students who are significantly below their age range in development and to progress monitor remedial instruction

Age or Grade: Age 7 years 0 months through 17 years 11 months

Time: 45 minutes or less

Administration: Individual Administration

Considerations: NA

Contact: Pro-Ed Test of Reading Comprehension

Wechsler Individual Achievement Test - Fourth Edition

Content: Paper and pencil or online achievement test identifies academic strengths and weaknesses in 16 subtests

Age or Grade: Grade PreK through grade 12, and for age 4 years 0 months–50 years 11 months

Time: Varies by grade level and number of subtests administered

Administration: Group or Individual Administration

Considerations: NA

Contact: Pearson Wechsler Individual Achievement Test

Woodcock- Johnson - IV

Content: Standard Battery measures reading, writing and math, the Extended Battery includes reading, writing, math, science and social studies

Age or Grade: Age 2 years 0 months to 90 years plus

Time: Varies, about 5 minutes per test

Administration: Individual Administration

Considerations: NA

Contact: Riverside Insights Woodcock Johnson IV

ACCESS

Content: English language proficiency assessment for English language learners

Age or Grade: Grade K – 12

Time: Up to 4 1/2 hours

Administration: Group Administration

Considerations: ACCESS scores may be used as qualifying evidence through any one of the following: Accelerated Achievement Accelerated Trajectory through ELD Program Growth Percentiles (SGP).  ACCESS can be considered as a performance assessment as well.

Contact:WIDA website

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Norm-referenced Observation Scales

Gifted Evaluation Scale, Fourth Edition (GES-4)

Content: Scales measure intellect, creativity, specific academic aptitude, leadership ability, and performing and visual arts – the motivation scale is optional

Age or Grade: 6 years 0 months – 16 years 0 months

Time: 15 minutes

Administration: Teacher rating form

Considerations: NA

Contact: Hawthorne Educational Services Gifted Evaluation Scale

Gifted Rating Scales (GRS)

Content: Scales designed measure general intellectual ability, language arts, mathematics, science, social studies, creativity; and leadership.

Age or Grade: GRS-Primary: 4 years 0 months - 6 years 11months GRS-Secondary: 6 years 0 months - 13 years 11 months

Time: 5-10 minutes

Administration: Teacher rating form

Considerations: NA

Contact: Pearson Gifted Rating Scales

Scales for Identifying Gifted Students (SIGS)

Content: Home Rating Scale and School Rating Scale work together to measure general intellectual ability, language arts, mathematics, science, social studies, creativity, and leadership

Age or Grade: 5 years 0 months – 18 years 0 months

Time: NA

Administration: Home Rating Scale and Teacher Rating Form

Considerations: Spanish version available

Contact: Routledge Scales for Identifying Gifted Students

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Research-based Performance Observation Scales for Talent Areas

CDE Performance Assessments for Dance, Music, Performing Arts and Visual Arts

Content: Dance, Music, Performing Arts and Visual Arts

Age or Grade: Grade K – 12

Time: 45 – 60 minutes

Administration: Juried performance

Considerations: The CDE assessment protocols may be used as qualifying evidence. Experts complete the CDE Talent rubrics to evaluate a performance.

Contact: Confidential Protocols can be accessed by Gifted Directors of Record in the the Data Management System (DMS)

Arts Talent ID by Dr. Haroutounian

Content: Dance, music, performing arts and visual arts

Age or Grade: Grade K – 12

Time: 15 – 30 minutes

Administration: Completed by a person knowledgeable of the content area who works directly with the student

Considerations: The person who completes the scale needs to have a sophisticated understanding of the arts

Contact: Royal Fireworks Press Arts Talent ID

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Norm-referenced Assessments for Talent Aptitudes

Musical Aptitude Test

Content: Seven components: tonal imagery (melody and harmony), rhythm imagery (tempo and meter), and musical sensitivity (phrasing, balance, and style)

Age or Grade: Grades 4 – 12

Time: 3.5 hours (each battery takes about 50 minutes)

Administration: Individual or Group Administration

Considerations: The test is hand scored.

Contact: GIA Publications Musical Aptitude Test

Profile of Creative Abilities (PCA)

Content: Measure of creative ability

Age or Grade: Ages 5 years 0 months – 14 years 11 months

Time: 30 – 40 minutes

Administration: Individual or Group Administration

Considerations: Home rating scale is available Two subtests measure two aspects of divergent production

Contact: Creative Abilities

Torrance Tests of Creative Thinking (TTCT)

Content: Overall measure of creativity; Figural and Verbal tests - examinees reflect on their life experiences

Age or Grade: Grades K – 12 and Adults

Time: 30 - 45 minutes depending on test

Administration: Individual Administration

Considerations: The Figural TTCT is available in Spanish

Contact: Scholastic Testing Services Torrance Tests of Creative Thinking

Cebeci Test of Creativity (CTC)

Content: A standardized non-verbal assessment that measures creative thinking abilities specifically related to visual and spatial domains

Age or Grade: Grades Pre-K-12

Time: 30 minutes

Administration: Individual or Group Administration

Considerations: CTC is available in English, Chinese, and Spanish

Contact: Renzulli Learning Cebeci Test of Creativity

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Supportive, but not qualifying, evidence

HOPE Teacher Rating Scale

Content: Teacher nomination instrument with 11 items that measure academic and social/affective components of giftedness. Invariant when used to identify students from low-income and culturally diverse families

Age or Grade: Grades K-12

Time: 5 – 10 minutes (more if hand scoring)

Administration: Teacher rating form

Considerations: Paper-pencil or Online, Helpful information for screening students to move forward for gifted assessment. Data may be helpful for nominating students from underrepresented populations but are not used to qualify for formal identification.

Contact: Routledge HOPE Teacher Rating Scale

Kingore Observation Inventory 2nd Edition (KOI)

Content: Identifies gifted behaviors in students and provides differentiation instruction to teachers to properly educate their gifted students

Age or Grade: Grades K‐8

Time: Time depends on curriculum usage by teacher

Administration: Group Administration

Considerations: Integrated into school curriculum, classroom activities, literature activities. Has been used in the US, Canada, Australia, and Mexico to find students with potential

Contact: Professional Associates Publishing

Renzulli Hartman Scales for Rating the Behavior Characteristics of Superior Students

Content: 14 scales identify students strengths in all academic and social learning areas

Age or Grade: Grades 3‐12

Time: 15‐30 minutes

Administration: Teacher rating form

Considerations: NA

Contact: Routledge Renzulli Hartman Scales for Rating the Behavior Characteristics of Superior Students

Slocumb‐Payne Teacher Perceptions Inventory

Content: Allows teachers to rate their perceptions of a student, both positive and negative attributes

Age or Grade: Grades K-12

Time: NA

Administration: Teacher rating form

Considerations: This tool is designed to be used with students in low socio‐economic populations.

Contact: aha! Process Slocumb‐Payne Teacher Perceptions Inventory

TABs (Traits, Aptitudes, Behaviors) Dr. Mary M. Frasier

Content: Teacher observation rating tool for observing core attributes of giftedness

Age or Grade: NA

Time: NA

Administration: Individual Administration

Considerations: NA

Contact: Panning for Gold TABs Descriptors Panning for Gold TABs Observation Sheet

USTARS~Plus, TOPS (Teacher's Observation of Potential in Students)

Content: A student observation tool to assist teachers in recognizing children with outstanding potential

Age or Grade: Grades K‐3, but may be used at upper elementary grades

Time: To be used systematically over 3‐6 weeks by all teachers observing all students

Administration: Observations recorded for all initially and then continued for those students as needed, based on gifted potential

Considerations: This tool is designed to be used with students in underserved populations

Contact: Council for Exceptional Children USTARS~Plus, TOPS

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