The Correlation of Students' Assessment of Talent, Intelligence and Social Status of the Assessed Students

Sa？etak Psychologists use tests (of intelligence, creativity or specific abilities) and assessment methods that include assessments of teachers, parents and peers for identifying gifted students. Due to a questionable validity, it is not advised to use the assessment methods as the sole means of identification or as exclusive means of selecting students who will participate in the intelligence tests. However, assessment methods can provide information on how environment perceives potentially gifted students, and other potential abilities that students demonstrate. The aim of this study was to investigate specific features of students’ assessment of talent. The problem of this study was to determine the relationship between the number of nominations in students’ assessments of talent, intelligence and social status. The study was conducted based on data collected during the process of identification of potentially gifted students (N = 153) in the academic year 2012/2013 and 2013/2014. The connection between the number of nominations in students’ assessment of talent, intelligence and social status is significant and positive. Students who have achieved higher scores on IQ tests achieved a higher social status according to the results of sociometric examination. Students who have achieved higher scores on IQ tests and students of higher social status were assessed by their peers as more gifted