The relation between nominations and traditional measures in the gifted identification process: A meta-analysis

Abstract

This meta-analysis aimed to examine the relations between nominations and traditional measures to identify gifted students and between four forms of nominations. The article also identified potential moderators of the effect, including nomination form, school level, and type of traditional measure. A total of 29 studies were included, 26 of which analysed the association between nominations and traditional measures and 8 studies analysed the association between the forms of nomination. The results indicated a positive medium Pearson's correlation between nominations and traditional measures (ESr = .32) and between the forms of nominations (ESr = .29). Type of traditional measure and school level affected the association between nominations and traditional measures. This relation was stronger when identification happened in primary school compared to secondary school (p < .09). The effect size was larger for achievement compared to ability (p < .05). Further research is required to determine the strength of associations between four forms of nomination.