ABSTRACT
Identifying gifted students is one of the greatest challenges faced by giftedness researchers. As a variety of giftedness definitions and models exist (cf., for an overview, Heller et al., 2000; Sternberg and Davidson, 2005), concrete measures of identification depend, among other things, on one’s giftedness definition. Moreover, identification methods also reflect just what it is one hopes to achieve through identification. Identification criteria will look quite different depending on whether pupils are, to cite two examples, being selected for a special school for gifted children, or for an enrichment program.
