Teacher Rating Scales Continue to be a Problematic Source of Identification: Evidence From Ratings of Primary Students in a Rural, Low Socioeconomic School

Abstract

While teacher rating scales are a common method of identification of student abilities, variability in scores can present challenges. In this brief/conceptual replication, we examine the stability of teacher ratings in a rural school setting to investigate (a) if teacher rating scales were the sole component for identification, would the same students be identified for gifted services when comparing top students by grade level versus the top students in each classroom? (b) likewise how many students were identified as the top in their grade and classroom level in both first and second grade? While considerable variability existed in gifted identification based on whether differences in teachers’ rating scale use were considered, discrepancies between approaches were less pronounced than in our previous study. Despite the variability in scores, including teacher ratings in gifted identification may still offer unique insights. However, we argue that the substantial time required of teachers may not justify their use, but, if used, they should only be used to expand access to gifted services.