The report analyzes research on characteristics of gifted and talented persons and suggests a rationale for identification systems. The importance of an operational definition is emphasized, and various conceptions and definitions of giftedness are reviewed. Problems with the U.S. Office of Education definition are cited. Three cluster areas characteristic of giftedness are descried: above average ability, creativity, and task commitment. It is pointed out that identification procedures should give equal attention to all three clusters. A definition of giftedness is proposed and a graphic representation is included. Six guidelines (including assessment of self-chosen and required performances and continual evaluation of the adequacy of the identification program) are outlined for identification systems. Five areas of information (preschool and developmental, psychometric, performance, motivational, and sociometric) are suggested for developing identification. A revolving door approach and use of full time equivalent concepts are recommended. (CL)