Are Teacher Rating Scales of Gifted Student Behavior Just Measures of Personality?

Standardized and informal teacher rating scales (TRS) are survey tools that include behaviors thought to be representative of giftedness and are often used for nomination or referral to a district’s gifted education program or as a datapoint of a multi-measure approach to the identification of gifted and talented students. One of the critical concerns about TRS is whether there is a credible theory underlying survey development. This study explored whether the constructs measured by TRS could be subsumed in the Five-Factor Theory of Personality (FFTP) which is a broadly recognized personality theory with five cross-culturally stable latent constructs. The standardized scales reviewed for general education students included the Scales for Identifying Gifted Students (SIGS), Gifted Rating Scales (GRS), HOPE Teacher Rating Scale (HOPE), and Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS). We also included representative examples of non-standardized scales used to identify students from culturally, linguistically, and economically diverse (CLED) backgrounds. Using the five latent constructs as a priori codes, a deductive analysis of the statements from each scale was conducted. The personality traits of Openness and Conscientiousness were most noted for general and CLED scales. Agreeableness was more represented in the general scales, while Neuroticism and Extroversion were more common for CLED scales. This study offered an alternative explanation for the constructs being measured, lending credibility to TRS when they align to the constructs of FFTP, especially Openness and Conscientiousness, and the need for continued critical analysis of how existing TRS implicitly define academic talent, particularly among CLED students.