Internal Structure of DISCOVER: A Performance-based Assessment

Sarouphim, Ketty M.

dc.contributor.author	Sarouphim, Ketty M.
dc.date.accessioned	2016-04-20T12:49:03Z
dc.date.available	2016-04-20T12:49:03Z
dc.date.copyright	2000
dc.date.issued	2016-04-20
dc.identifier.issn	0162-3532	en_US
dc.identifier.uri	http://hdl.handle.net/10725/3618
dc.description.abstract	A study involving 257 Navajo and Mexican-American elementary students investigated the internal structure of the DISCOVER assessment, a performance-based assessment grounded in Gardner's theory of multiple intelligence. Results showed low interrating correlations among the five assessment activities, indicating students gifted in one intelligence were not necessarily gifted in others. (Contains extensive references.) (Author/CR)	en_US
dc.language.iso	en	en_US
dc.title	Internal Structure of DISCOVER: A Performance-based Assessment	en_US
dc.type	Article	en_US
dc.description.version	Published	en_US
dc.author.school	SAS	en_US
dc.author.idnumber	197906620	en_US
dc.author.woa	N/A	en_US
dc.author.department	Social Sciences	en_US
dc.description.embargo	N/A	en_US
dc.relation.journal	Journal for the Education of the Gifted	en_US
dc.journal.volume	23	en_US
dc.journal.issue	3	en_US
dc.article.pages	314-327	en_US
dc.identifier.ctation	Sarouphim, K. M. (2000). Internal Structure of DISCOVER: A Performance-based Assessment. Journal for the Education of the Gifted, 23(3), 314-27.	en_US
dc.author.email	ksarufim@lau.edu.lb
dc.identifier.url	http://eric.ed.gov/?id=EJ609790