NOT ACHIEVING, NOT GIFTED - ABOUT THE IDE NTIFICATION OF GIFTED UNDERACHIEVERS BY TEACHER-RATINGS

This study investigates the teacher's ability to identify highly gifte d primary school children independent of their scholastic achievement. Head teachers rated the intelligence of more than 7000 third graders. Results show that the effectiveness of the identification of gifted c hildren (IQ greater than or equal to 126) depends heavily on the child ren's grades: The worse the grades, the worse the identification rate. Setting the nomination rate at 24 % as an example, more than 2/3 of t he highly gifted underachievers(intelligence: PR greater than or equal to 96, grades: PR less than or equal to 50) are not identified as bei ng gifted.