Issues in the Definition and Measurement of the Giftedness Construct

Bibliographic Data

ID9733833
AuthorsRobert D Hoge (Carleton University, corresponding author)
Year1988
Volume17
Issue7
Pages12-16
Publication date1988-10-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducational Researcher (JOURNAL)
Journal identifiersISSN: 0013-189X • E-ISSN: 1935-102X
PublisherAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x017007012
OpenAlexW2164574072
LanguageEN
Citations received1
References cited38

Significant numbers of children in our schools are being labeled “gifted” and are being streamed into special accelerated or enriched academic programs. An even larger number of children are being implicitly labeled “not gifted” and are not being given the opportunity to participate in these programs. Two issues are raised in this paper in connection with the processes used in identifying these children. The first concerns the adequacy with which the giftedness construct is defined in applied settings. Certain deficiencies in that respect are discussed. The second issue concerns the adequacy of the validation data available for these gifted identification procedures. Weaknesses respecting construct validity and predictive validity are identified. The paper concludes with a discussion of some positive developments relating to definitions of the giftedness construct and validation efforts

Construct (python library · Construct validity · Developmental psychology · Gifted education · Identification (biology · Mathematics education · Predictive validity · Psychometrics · Strengths and weaknesses · Test validity · Career Development and Diversity · Cognitive Abilities and Testing · Computer Science · Early Childhood Education and Development · Education, Achievement, and Giftedness · Grit, Self-Efficacy, and Motivation · Psychology · Social Psychology