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The discussion contrasts universal screening with referral-first practices, noting that subjective parent/teacher nominations can introduce bias and reduce representativeness. It further emphasizes that not all screeners are equal, especially regarding assumptions that different general-ability tests are interchangeable, and explains why multidimensional approaches better predict academic outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/getting-value-and-equity-from-your-universal-screening-process/507737/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/getting-value-and-equity-from-your-universal-screening-process/507737.png","ImageObject",300,407,{"name":92,"@type":93},"Logic","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-10-05",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is universal screening in gifted identification?","Question",{"text":112,"@type":113},"Universal screening administers an initial common measure to all students in a targeted grade. 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Lakin, University of Alabama  \nEvidence suggests that universal screening is the most fair and unbiased method to identify low income and underrepresented minority students for gifted programming. Universal screening is a process where all students in a given grade are administered a common measure (or set of measures) of abilities and characteristics that indicate a need for specialized services not offered within the regular classroom. Often the universal screener is a brief measure of general ability used to identify a subset of students who are then administered a larger battery of assessments to further inform the identification decision. Research has consistently shown that universal screening improves the representation of minority students and girls in gifted and talented services by relying on an objective test rather than subjective parent and teacher referrals. The goal of this issue of Cognitively Speaking is to discuss some of the common processes and missteps in this type of universal screening.  \nNote: In the Winter 2007 issue of Cognitively Speaking, Dr. David F. Lohman addressed identification practices and diversity. In this issue of Cognitively Speaking, we revisit some of his writings as related to the important topic of universal screening. We hope you find this updated and expanded perspective on the subject helpful.  \nValue of Universal Screening  \nResearchers and practitioners have long been concerned with increasing the diversity and representativeness of gifted and talented programs. Universal screening is one practice with a substantiated effect on diversity.  \nUniversal screening is an identification practice where all students in a targeted grade are administered an initial screening instrument. Scoring at or above a predetermined cut-score on the screener leads to further consideration for placement and/ or services in a gifted and talented or accelerated learning program, usually involving at least one additional placement or confirmation assessment. The alternative to universal screening is often a referral process where parents or teachers recommend students for screening (or testing) for gifted services. Some research has suggested that this process introduces bias into the identification process and may lead to less representative gifted programs.  \n1  \nReferral-First Universal Screening  \nProgram Program  \nMultidimensional Ability Test to Guide Identification and Placement  \nShort Screening Test (Single Score)  \nTeacher or Parent Referral  \n1  \nPAGE  \nVALUE OF UNIVERSAL SCREENING  \n2  \nPAGE  \nNOT ALL SCREENERS ARE CREATED EQUAL  \n3  \nPAGE  \nCOGAT SCREENING FORM WITH MULTIPLE FORMATS  \n4  \nPAGE  \nLITERATURE CITED ADDITIONAL RESOURCES  \nNot All Screeners Are Created Equal  \nOnce universal screening is adopted, the choice of screening tools is critical. There is still widespread hope among educators that there will be some kind of “silver bullet” assessment that will see through the inequity and disparities of our society and educational opportunity (Callahan, 2009) . The search for a culture-fair assessment that will identify equal proportions of students from all demographic groups continues. This explains the well-intentioned—but ultimately problematic—practice of using a “nonverbal”figural matrices assessment as the universal screening instrument.  \nOne of the most pervasive misunderstandings about ability testing is the belief that all measures of general ability are more or less interchangeable, such that the scores from the Wechsler multidimensional full battery IQ test would be nearly identical to the score from the Raven’s Progressive Matrices. This is not the case. Even though figural reasoning tests such as the Progressive Matrices (Raven, Court, & Raven, 1983) are good measures of general ability, they are not interchangeable with s","cbCaik1KQZdrB3zS","https://ap.wps.com/l/cbCaik1KQZdrB3zS","pdf",1513047,"English","# The Importance of Using the Right Measures for Universal Screening\n## Value of Universal Screening\n## Referral-First Universal Screening\n## Not All Screeners Are Created Equal\n## When General Ability Is Reduced to a Single Item Format","[{\"question\":\"What is universal screening in gifted identification?\",\"answer\":\"Universal screening administers an initial common measure to all students in a targeted grade. Scores at or above a cut-score lead to further consideration and additional placement or confirmation assessments.\"},{\"question\":\"How does referral-first identification differ from universal screening?\",\"answer\":\"Referral-first identification relies on parent or teacher recommendations for testing. Research suggests this approach can introduce bias and result in less representative gifted programs.\"},{\"question\":\"Why are not all screening tools considered equally effective?\",\"answer\":\"The document argues that common assumptions about interchangeable measures are incorrect. It emphasizes that figural reasoning and verbal/quantitative content assess different skills, so multidimensional tests like CogAT® provide stronger general-ability measurement for academic prediction.\"}]","Getting Value and Equity from Your Universal Screening Process | PDF",1791191856]