Elementary School Teachers

These scales are designed to obtain teacher estimates of a student’s characteristics in the area of learning, motivation, creativity, and leadership. The items are derived from the research literature dealing with the characteristics of gifted and creative persons. It should be pointed out that a considerable amount of individual differences can be found within this population; therefore, the profiles are likely to vary a great deal. Each item in the scales should be considered separately and should reflect the degree to which you have observed the presence or absence of each characteristic. Please read the statements carefully and place an X in the appropriate place according to the following scale of values:

1. If you have seldom or never observed this characteristic

2. If you have observed this characteristic occasionally

3. If you have observed this characteristic to a considerable degree

4. If you have observed this characteristic almost all of the time

Middle School Teachers

The Purdue Academic Rating Scales were developed to give secondary teachers an opportunity to evaluate students specifically as learners in the disciplines. These scales are derived directly from teachers’ classroom experience with superior students. Each item is a characteristic or behavior of a superior student in the specific subject matter. Teachers should be able to observe the behavior in their students. As teachers complete a scale they should remember that each item must be considered independently from ratings given on other items.

Furthermore, while a particular student may not display all of the components listed for a specific item, s/he should be rated using the full range of 1-4 options for the observed components. Under no circumstances should a student be marked down for not possessing or demonstrating all of the behaviors in an item. For example, a teacher may have observed that a student enjoys science fiction (item #2, Science scale) but has not demonstrated an interest in science programs. This student should not be rated lower for a lack of observed interest in science programs and books. In essence, each item provides a behavioral concept and should not be split into separate components, nor should the teacher-rater expect the student to exhibit all components of the item concept.

^[1] Feldhusen, J. F., Hoover, S. M., & Sayler, M. F. (1990). Identifying and educating gifted students at the secondary level. Unionville, New York: Trillium Press. (Ch. 2, pp 5-11)