Use of the DISCOVER Assessment for Identification Purposes: Concurrent Validity and Gender Issues.
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| Title: | Use of the DISCOVER Assessment for Identification Purposes: Concurrent Validity and Gender Issues. |
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| Language: | English |
| Authors: | Sarouphim, Ketty M. |
| Peer Reviewed: | N |
| Page Count: | 37 |
| Publication Date: | 2000 |
| Document Type: | Reports - Evaluative Speeches/Meeting Papers |
| Descriptors: | American Indians, Concurrent Validity, Elementary Education, Elementary School Students, Gifted, Hispanic American Students, Identification, Mexican Americans, Minority Groups, Multivariate Analysis, Sex Differences |
| Assessment and Survey Identifiers: | Raven Progressive Matrices |
| Abstract: | This study examined the DISCOVER (Discovering Intellectual Strengths and Capabilities through Observation while allowing for Varied Ethnic Responses) assessment (C. Maker, A. Nielson, and J. Rogers, 1994) as a concurrent measure of the Raven Progressive Matrices (J. Raven, J. Court, and J. Raven, 1977). It also investigated gender differences in mDISCOVER results. A secondary purpose was to determine the effectiveness of the DISCOVER assessment in reducing the problem of the underrepresentation of minority students in programs for the gifted. The sample consisted of 257 kindergarten, second, fourth, and fifth grade students, predominantly Navajo Indians and Mexican Americans. The results provide some evidence for concurrent validity and show that through use of the DISCOVER assessment 22.9%, of minority students were identified as gifted. A MANOVA, multivariate analysis of variance (gender by grade level), yielded no significant differences in the performance of males and females in all activities across grade levels. Chi-square tests revealed no overall significant gender differences between identification. The findings support the use of the DISCOVER assessment for identification purposes. (Contains 6 tables and 32 references.) (Author/SLD) |
| Entry Date: | 2000 |
| Accession Number: | ED441852 |
| Database: | ERIC |
| Abstract: | This study examined the DISCOVER (Discovering Intellectual Strengths and Capabilities through Observation while allowing for Varied Ethnic Responses) assessment (C. Maker, A. Nielson, and J. Rogers, 1994) as a concurrent measure of the Raven Progressive Matrices (J. Raven, J. Court, and J. Raven, 1977). It also investigated gender differences in mDISCOVER results. A secondary purpose was to determine the effectiveness of the DISCOVER assessment in reducing the problem of the underrepresentation of minority students in programs for the gifted. The sample consisted of 257 kindergarten, second, fourth, and fifth grade students, predominantly Navajo Indians and Mexican Americans. The results provide some evidence for concurrent validity and show that through use of the DISCOVER assessment 22.9%, of minority students were identified as gifted. A MANOVA, multivariate analysis of variance (gender by grade level), yielded no significant differences in the performance of males and females in all activities across grade levels. Chi-square tests revealed no overall significant gender differences between identification. The findings support the use of the DISCOVER assessment for identification purposes. (Contains 6 tables and 32 references.) (Author/SLD) |
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