Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Gifted Child Quarterly
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Sarouphim, K. M.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

DISCOVER: A Promising Alternative Assessment for the Identification of Gifted Minorities

Ketty M. Sarouphim

Lebanese American University

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.

Gifted Child Quarterly, Vol. 43, No. 4, 244-251 (1999)
DOI: 10.1177/001698629904300403
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Gifted Child QuarterlyHome page
S.-Y. Lee, P. Olszewski-Kubilius, and G. Peternel
Follow-Up with Students After 6 Years of Participation in Project EXCITE
Gifted Child Quarterly, April 1, 2009; 53(2): 137 - 156.
[Abstract] [PDF]

Home page
 Gifted Child QuarterlyHome page
D. W. Chan
Perceived Multiple Intelligences Among Male and Female Chinese Gifted Students in Hong Kong: The Structure of the Student Multiple Intelligences Profile
Gifted Child Quarterly, October 1, 2006; 50(4): 325 - 338.
[Abstract] [PDF]

Home page
 Gifted Child QuarterlyHome page
S. I. Pfeiffer
Challenges and Opportunities for Students Who Are Gifted: What the Experts Say
Gifted Child Quarterly, April 1, 2003; 47(2): 161 - 169.
[Abstract] [PDF]

Home page
 Gifted Child QuarterlyHome page
D. Ambrose
Socioeconomic Stratification and Its Influences on Talent Development: Some Interdisciplinary Perspectives
Gifted Child Quarterly, July 1, 2002; 46(3): 170 - 180.
[Abstract] [PDF]

Home page
 Gifted Child QuarterlyHome page
K. M. Sarouphim
DISCOVER: Concurrent Validity, Gender Differences, and Identification of Minority Students
Gifted Child Quarterly, April 1, 2001; 45(2): 130 - 138.
[Abstract] [PDF]