The process of identifying gifted children in elementary education: Teachers’ evaluations of creativity

This study describes the importance of creativity in the identification of gifted elementary-aged children and presents the process of validating a scale for rating the creativity of the students through the teachers’ responses. The results show the instrument’s unifactorial structure, satisfactory levels of internal consistency, as well as convergent and discriminant validity. The results are discussed in terms of their implications for the work of school psychologists.