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dc.contributor.author Sarouphim, Ketty M.
dc.date.accessioned 2016-04-20T13:09:49Z
dc.date.available 2016-04-20T13:09:49Z
dc.date.copyright 1999
dc.date.issued 2016-04-20
dc.identifier.issn 0016-9862 en_US
dc.identifier.uri http://hdl.handle.net/10725/3620
dc.description.abstract Based on the general framework of Gardner's (1983) theory of multiple intelligence and Maker's (1996) definition of giftedness, the DISCOVER process is a performance-based assessment designed to identify gifted students from culturally diverse groups. The process consists of five activities through which linguistic, logical-mathematical, and spatial intelligences are appraised. In this review, I describe the assessment and review preliminary studies on its reliability and validity. The DISCOVER assessment seems to be a promising alternative technique through which the problem of underrepresentation of gifted minorities in programs for the gifted might be reduced. However, educators using the DISCOVER assessment for identification purposes must make sure that a good match exists between the assessment and the type of gifted program in which students will be placed. en_US
dc.language.iso en en_US
dc.title DISCOVER en_US
dc.type Article en_US
dc.description.version Published en_US
dc.title.subtitle A Promising Alternative Assessment for the Identification of Gifted Minorities 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 Gifted Child Quarterly en_US
dc.journal.volume 43 en_US
dc.journal.issue 4 en_US
dc.article.pages 244-251 en_US
dc.identifier.doi http://dx.doi.org/10.1177/001698629904300403 en_US
dc.identifier.ctation Sarouphim, K. M. (1999). DISCOVER: A promising alternative assessment for the identification of gifted minorities. Gifted Child Quarterly, 43(4), 244-251. en_US
dc.author.email ksarufim@lau.edu.lb
dc.identifier.url http://gcq.sagepub.com/content/43/4/244.short

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