Use of the DISCOVER assessment for identification purposes

Abstract

This study examined the DISCOVER assessment as a concurrent measure of the Raven Progressive Matrices. It also investigated gender differences. A secondary purpose was to determine the effectiveness of the DISCOVER assessment in reducing the problem of minority students' being under represented in programs for the gifted. The sample consisted of 257 kindergarten, second, fourth and fifth graders, predominantly Navajo Indians and MexicanAmericans. The results provided some evidence for concurrent validity and showed that through the use of the DISCOVER assessment 22.9% of minority students were identified as gifted. A MANOVA (gender by grade level) yielded no significant differences between the performance of males and females in all activities across grade levels. Chi-square tests revealed no overall significant gender differences in identification. The findings promote the use of the DISCOVER assessment for identification purposes.