What Happens After Nomination? Evaluating the Probability of Gifted Identification With the Torrance Test of Creative Thinking

• Lindsay Ellis Lee ^[1] ; Anne N. Rinn ^[1] ; Karen E. Rambo ^[2]
  1. [1] University of North Texas

     University of North Texas

     Estados Unidos

     
  2. [2] Texas A&M University

     Texas A&M University

     Estados Unidos

     
• Localización: Gifted child quarterly, ISSN-e 1934-9041, ISSN 0016-9862, Vol. 68, Nº 2, 2024, págs. 119-136
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • The Torrance Test of Creative Thinking (TTCT) is the most widely used norm-referenced creativity test used in gifted identification. Although commonly used for identifying talent, little is known about how creativity tests, like the TTCT-Figural, contribute to the probability of being identified as gifted especially with underrepresented populations. Using nominated students (n = 1,191) from a diverse midsized urban school district, this study examined the differential predictive validity among student demographics (i.e., race/ethnicity, free/reduced price lunch status, English learning status, sex) and the TTCT-Figural to the probability of being identified as gifted. Results of a multilevel hierarchical generalized linear regression indicated underrepresented groups showed no difference in the probability of being identified after controlling for cognitive ability and academic achievement; the same was true when the TTCT-Figural was included within the model. The inclusion of the TTCT-Figural does contribute to the probability of identification; however, the disproportionality of underrepresented student groups remains in this school district. Gifted administrators looking to enhance equity may not find the solution with the mere inclusion of a creativity assessment. Implications for practice and future directions are discussed.