This study evaluated the effect of the nomination stage on the overall efficacy of a gifted identification system. Results showed that in nearly all conditions, identification systems that require a nomination before testing result in a large proportion of gifted students being missed. The researchers suggest that changes to identification practices are urgently needed in order to ensure that larger numbers of gifted students receive appropriate educational placement and to maintain the integrity of gifted education services.
McBee, M. T., Peters, S. J., & Miller, E. M. (2016). The impact of the nomination stage on gifted program identification – a comprehensive psychometric analysis. Gifted Child Quarterly, 60(4), 1-21. https://dx.doi.org/10.1177/0016986216656256