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100			_aD. Betsy McCoach
245			_aWho Are We Measuring? Teacher Effects in Gifted and Talented Teacher Rating Scales
300			_aP.422-441
520			_aTeacher rating scales (TRS) often play a part in service eligibility decisions for gifted services. Although schools regularly use TRS to identify gifted students either as part of an informal nomination process or through behavioral rating scales, there is little research documenting the between-teacher variance in teacher ratings and the consequences of such rater dependence. To evaluate the possible benefits or disadvantages of using TRS as part of a gifted identification process, we examined the student-, teacher-, and school-level variance in TRS, controlling for student ability and achievement to determine the unique information, consistency, and potential bias in TRS. Between 10% and 25% of a students’ TRS score can be attributed to the teacher doing the rating, and between-teacher standard deviations represent an effect size of one-third to one-half standard deviation. Our results suggest that TRS are not easily comparable across teachers, making it impossible to set a cut score for admission into a program (or for further screening) that functions equitably across teachers.
654			_agifted education _ateacher rating scales _aidentification _abetween teacher variance _aintraclass correlation _amultilevel model
700			_aScott Peters
773	0		_0125276 _9110874 _dNew Delhi Sage Publisher _oJP434 _tExceptional Children _x0014-4029
942			_cJA
942			_2ddc
999			_c130689 _d130689