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DISCOVER: Concurrent Validity, Gender Differences, and Identification of Minority Students.
Peer reviewed Peer reviewed
Sarouphim, Ketty M. – Gifted Child Quarterly, 2001
A study involving 257 Navajo Indians and Mexican American elementary students, used the Raven Progressive Matrices to examined the concurrent validity of the DISCOVER assessment. Results provided some evidence for concurrent validity and showed that, through the use of the DISCOVER assessment, 22.9 percent were identified as gifted. (Contains…
Descriptors: Ability Identification, American Indians, Elementary Education, Evaluation Methods
Internal Structure of DISCOVER: A Performance-based Assessment.
Peer reviewed Peer reviewed
Sarouphim, Ketty M. – Journal for the Education of the Gifted, 2000
A study involving 257 Navajo and Mexican-American elementary students investigated the internal structure of the DISCOVER assessment, a performance-based assessment grounded in Gardner's theory of multiple intelligence. Results showed low interrating correlations among the five assessment activities, indicating students gifted in one intelligence…
Descriptors: Ability Identification, American Indians, Elementary Education, Gifted
DISCOVER in High School: Identifying Gifted Hispanic and Native American Students.
Peer reviewed Peer reviewed
Sarouphim, Ketty M. – Journal of Secondary Gifted Education, 2002
A study of 303 predominately Hispanic and Native American ninth graders investigated the validity of the DISCOVER assessment. Results provided evidence for an alignment of the assessment with the theory of multiple intelligences. No overall gender or ethnic differences were found in the numbers of students identified as gifted. (Contains…
Descriptors: Ability Identification, American Indians, Evaluation Methods, Gifted