Exploring Identification Procedures of Gifted Students by Teacher Ratings: parent ratings and student self-reports in Hong Kong

Previous studies have provided equivocal results regarding the use of teacher and parent ratings in identifying gifted students. This study explored their use through identifying those student behavioral characteristics on which such judgments were based, assessing their correspondence with student self-report data, and evaluating the differences between teacher and parent ratings. Teachers and parents of 109 gifted students (45 boys and 64 girls) provided ratings using Chinese versions of the Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS) (Renzulli, Smith, White, Callahan & Hartman, 1976). Results show a greater relevance for measuring leadership and motivation characteristics, and less relevance on creativity characteristics. Also, scabs appear not to be good predictors of student self-report data on IQ creativity and leadership. However, the Chinese SRBCSS was nevertheless demonstated to be a viable instrument, yielding important data not available by self-report instruments for identifying gifted students.