Which type of assessment is least effective for identifying gifted underachievers?

Intelligence tests are often designed to measure cognitive abilities and potential, making them a common tool for identifying giftedness. However, in the case of gifted underachievers, these tests may not effectively capture the nuances of a student's actual performance and engagement in academic contexts. Gifted underachievers may have high potential as indicated by intelligence tests but may not perform well academically, either due to lack of motivation, external factors, or other issues impacting their learning.

In contrast, standardized achievement tests, observation checklists, and informal student reflections can provide a more comprehensive view of a student's abilities and challenges. Standardized achievement tests measure what students have learned in comparison to their peers, giving insight into their academic performance and potential discrepancies between ability and achievement. Observation checklists allow teachers and educators to identify behaviors, interests, and dispositions that may indicate giftedness, while informal student reflections can reveal personal barriers to achievement, motivation levels, and self-perception regarding schoolwork.

Thus, intelligence tests, which primarily focus on potential rather than actual performance in school settings, are the least effective tool for identifying gifted underachievers, who may not showcase their intellect through standardized measures alone.