본 연구는 자기보고식 영재판별평정검사의 타당한 사용을 위해서 자기보고식 영재평정검사를 제작하고 그 결과를 분석하여 자기보고식 영재판별검사의 실제 사용에 대한 함의를 얻는데 있다. 본 연구는 영재집단, 1종오류집단, 2종오류집단, 일반집단을 설정하였다. 4개의 준거집단 설정을 위해서 영재학급․일반학급과 지능․수학․과학 표준화검사를 사용하였다. 영재집단과 2종오류집단은 평정자가 달라도 같은 양상의 프로파일을 나타내는 반면, 1종오류집단과 일반집단은 평정자간에 프로파일의 양상이 다른 것을 확인 할 수 있다. 이러한 결과를 바탕으로 영재판별검사를 사용하여 영재판별을 하기 위해서는 교사, 부모, 학생의 평정결과가 일치하여야 함을 제안하였고 다양한 연령 및 다양한 영재(예술, 체육)들에게 추가연구를 제안하였다.

Due to the relevance between screening and program eligibility, the development of appropriate assessment tool for identification of the giftedness could promote the quality of education on gifted children. The new theories of Giftedness emphasize the multi-dimensionality of outstanding abilities. The purpose of this research focuses on profile of giftedness. The participants were 319 gifted children from three gifted schools, 293 regular students from the ordinary schools, and their teachers and parents. In this study, criterion groups were used. Criterion groups were composed of true positive and true negative groups, which means real gifted and real ordinary children, respectively. The results of this study were as follow : First, the rating of teachers, parents and students predict the gifted group and type two error group effectively. Second, the rating of teachers, parents and students predict the ordinary group and type one error group uneffectively In conclusion, giftedness is based teachers, parents and students rating result are fitted. The limitations of this study were related to research design, test tool, participants.

Due to the relevance between screening and program eligibility, the development of appropriate assessment tool for identification of the giftedness could promote the quality of education on gifted children. The new theories of Giftedness emphasize the multi-dimensionality of outstanding abilities. The purpose of this research focuses on profile of giftedness. The participants were 319 gifted children from three gifted schools, 293 regular students from the ordinary schools, and their teachers and parents. In this study, criterion groups were used. Criterion groups were composed of true positive and true negative groups, which means real gifted and real ordinary children, respectively. The results of this study were as follow : First, the rating of teachers, parents and students predict the gifted group and type two error group effectively. Second, the rating of teachers, parents and students predict the ordinary group and type one error group uneffectively In conclusion, giftedness is based teachers, parents and students rating result are fitted. The limitations of this study were related to research design, test tool, participants.

gifted rating scale, type Ⅰ error group, type Ⅱ error group, profile analysis