Behavior Observation Scales

Gifted students often demonstrate characteristics that lead to a referral for the gifted identification process. Through the use of these norm-referenced behavior observation scales, educators and parents can identify outstanding talent by observing students in one or more settings that enable them to display their abilities. Characteristics such as leadership, motivation, memory, reasoning, creativity and sense of humor are measured in observation scales. Such measures add valuable information to the body of evidence and focus on more than the academic aptitude measured by many traditional tests students encounter in school.

Norm-referenced observation scales are used as qualifying data for gifted identification. These scales are a valid and reliable way for educators and parents to evaluate gifted behavior characteristics. Examples of qualifying measures are the Scales for Identifying Gifted Students (SIGS), Gifted Evaluation Scale (GES), and the Gifted Rating Scales (GRS). The SIGS provides a norm-referenced scale for parents to complete. The parent scale may be used as qualifying data.

Other methods of obtaining information on gifted characteristics may also be utilized to develop a student profile. Informal tools, such as an interview or checklist, can provide beneficial information to better understand a student’s strengths and interests.

Observation of Potential in Students (TOPS). Research-based practices have been created for teachers to implement when observing student behaviors during specific planned experiences. Data from these scales are used to determine students who might require additional assessments and/or to develop a talent pool. Data collected from a KOI or TOPS provide information for the student profile but are not used as qualifying data for identification.

It is important to note that some educators have particular stereotypical expectations of how gifted students should perform, therefore, [eliminating] certain students who do not demonstrate the more typical gifted characteristics. If these types of data are collected, it is important that one recognize that different genders, cultures, races, ethnicities, and social classes have different ways of communicating that may impact an observer’s/interviewer’s perspective on what behaviors constitute giftedness.