The purpose of this study was to investigate the assumptions held by Saskatchewan educators in the identification of students who are gifted and talented. Elementary school educators from Kindergarten to grade 8 were approached to participate in this study, and were asked to complete a 20-item survey that examined educators assumptions relating to the identification of students who are gifted and talented (Brown, Renzulli, Gubbins, Siegle, Zhang, & Chen, 2005). Findings suggest that there are differences in assumptions relating to the identification of students who are gifted and talented not only between educators of various grades, but also between those educators in different classroom environments (i.e., dedicated, multiple, or no classroom). Educators roles in the classroom include engaging students in authentic assessment procedures, which take into account students day-to-day learning and progress.

The purpose of this study was to investigate the assumptions held by Saskatchewan educators in the identification of students who are gifted and talented. Elementary school educators from Kindergarten to grade 8 were approached to participate in this study, and were asked to complete a 20-item survey that examined educators assumptions relating to the identification of students who are gifted and talented (Brown, Renzulli, Gubbins, Siegle, Zhang, & Chen, 2005). Findings suggest that there are differences in assumptions relating to the identification of students who are gifted and talented not only between educators of various grades, but also between those educators in different classroom environments (i.e., dedicated, multiple, or no classroom). Educators roles in the classroom include engaging students in authentic assessment procedures, which take into account students day-to-day learning and progress.