Critique of the Gifted and Talented Evaluation Scales

There are six sections in the response/summary forms (Jarosewich, Pfeiffer, & Morris, 2002). Section one is for identifying information of the student; while section two is where the assessor records the student’s raw scores. Section three plots the results of the GATES in a clear illustration to show the student’s performance against other gifted and talented students. Section four, five, and six all further detail the raw score of the student by converting the raw score into percentiles, etc. Once the scores are completed they can be assessed against the individual scales. Based on the student’s scores, a comparison is made against the ranging standard scale to estimate the likelihood of giftedness and talentedness of the student (Jarosewich, Pfeiffer, & Morris, 2002).
Raw scores are converted into percentiles since they have little clinical value. They are the original numerical values associated with the subject’s test performance which are converted into standard scores (Jarosewich, Pfeiffer, & Morris, 2002). The percentile rankings are normally used in scholastic and psychosomatic evaluation. Percentages illustrate ranking of those assessed performance as compared to the current student. Standard scores are the most useful of the test scores. These scores are normalized against the predetermined mean and standard deviation to detail the score’s distance from the average student. The greater one’s standard scores the better. Standard scores also enable better tailored-skill’s education for the individual’s continued growth. Standard scores are also defined against the standard error of measurement for each scale, which about three points. This produces a range within the student’s true score will fall.
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