ABSTRACT
Scholars have recommended for many years that the collection of data to be used in the identification of gifted and talented students be based on both objective and subjective assessments of student potential and student achievements. The concept of using “multiple criteria” in making identification decisions rests on the assumption that there will be multiple instruments and data collection strategies used to assess students. The phrase “multiple criteria” suggests that the processes through which data on student characteristics are gathered are varied-not just that multiple tests will be used to gather that data. Accordingly, in the data-gathering process, school officials should consider supplementing test data with an array of non-test approaches to learning about the potential of students. These approaches might include curricular-based assessments, performancebased assessments, and teacher and parent ratings of students.
