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Journals Home > Journal For The Education Of The Gifted > Volume 23 |  Issue 3 > Article Abstract
 

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  • Volume 23
  •  Issue 3
  • Publication Date: Spring 2000



Internal Structure of DISCOVER: A Performance-Based Assessment

Ketty M. Sarouphim

The purpose of this study was to investigate the internal structure of the DISCOVER assessment, a relatively new performance-based assessment grounded in Gardner’s (1983) theory of multiple intelligences. The sample consisted of 257 Navajo Indian and Mexican-American participants from kindergarten, 2nd, 4th, and 5th grades. Interrater correlations were performed to assess whether observers had given students similar or different ratings in the five activities of the assessment: Pablo® (spatial), Tangrams (spatial/logical-mathematical), Math, Storytelling, and Storywriting (linguistic). The results showed low and nonsignificant interrating correlations, indicating that students identified as gifted in one intelligence were not necessarily rated highly in the other intelligences, a finding congruent with the theory of multiple intelligences. On the other hand, the results gave rise to many validity concerns. The author recommends further studies before calling for the use of the DISCOVER assessment on a wider scale.


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