The comparative validity of assessments based on different theories for the purpose of identifying gifted ethnic minority students
AuthorGriffiths, Sarah Elizabeth
AdvisorMaker, C. June
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractThe underrepresentation of ethnic minority students in programs for gifted and talented students is often a result of the identification process. Concerns have been raised through the years about the appropriateness of using standardized tests, especially standardized intelligence tests, with ethnic minority students (Maker, 1996; Richert, 1987). The problems with the use of standardized intelligence tests with ethnic minority students increase the difficulty of identifying gifted students from those populations. Therefore, the underrepresentation of ethnic minority students will persist unless more reliable and valid measures that tap into the intellectual strengths of diverse populations are developed. The DISCOVER assessment developed by Maker, Rogers, and Nielson (1992) seems to hold greater promise than other assessments for identifying ethnic minority students for placement in programs for the gifted. Therefore, the purpose of this study was to examine the comparative validity of the DISCOVER assessment, based on a contemporary theory of human ability, and two commonly administered standardized tests of intelligence, based on traditional views of intelligence, for the purpose of identifying gifted ethnic minority students. The DISCOVER assessment ratings and standardized scores from the WPPSI-R or WISC-III and the Raven Coloured Progressive Matrices of 34 participants were used to conduct the comparative validity analysis. Six research questions guided this study. The comparative validity was analyzed through (a) intercorrelations to determine construct validity, (b) correlations between methods of assessment to determine the presence or lack of relationship(s), (c) the predictive validity of the DISCOVER activities. The results of the intercorrelation, correlation, and multiple regression analyses allowed this researcher to conclude that the WPPSI-R or WISC-III and the Raven Coloured Progressive Matrices were not comparable to the DISCOVER assessment for the purpose of identifying gifted ethnic minority students. The DISCOVER assessment was found to be a better indicator of students' complex thinking, problem solving, and problem finding abilities. Therefore, the use of the DISCOVER assessment will result in the more equitable identification of highly competent students and should be more widely used among ethnic minority populations.
Degree ProgramGraduate College
Special Education and Rehabilition