Which of the following lists includes only part-time or temporary grouping strategies?

The selection of individual rating scales, general screening, and intelligence testing as part-time or temporary grouping strategies is appropriate because these assessments are typically utilized to gather specific data about students in order to make informed decisions regarding their placement in gifted programs or services. Individual rating scales focus on assessing a child's capabilities and behaviors in various settings, the general screening helps identify students who may require additional support, and intelligence testing offers a snapshot of cognitive abilities. These assessments are often used temporarily to evaluate a student's needs before deciding on a longer-term instructional strategy or grouping.

In contrast, the other options encompass methods that are broader or more continuous in nature. General student rating scales and creativity assessments, for instance, may be utilized on a more ongoing basis to provide comprehensive insights into a student’s abilities and development over time. Similarly, parent feedback and classroom behavior observations can inform a continuous picture of a student’s performance and engagement rather than serving a temporary purpose. Lastly, a combination of informal and formal assessments suggests a range of evaluative processes that could encompass ongoing monitoring of student progress rather than solely focusing on temporary grouping. Thus, while these other strategies are valuable, they are not strictly part-time or temporary, making option C the most appropriate choice.