GIFTED EVALUATION SCALE

Fourth Edition
(GES-4)
Stephen B. McCarney, Ed.D.
Samm N. House
© 2018

The Gifted Evaluation Scale-Fourth Edition (GES-4) subscales are based on the gifted and talented characteristics
identified in the Gifted and Talented Children’s Education Act of 1978 and included in the current federal definition in
the No Child Left Behind Act of 2001.
The GES-4 subscales are
• Intellectual,
• Creativity,
• Specific Academic Aptitude,
• Leadership Ability, and
• Performing & Visual Arts.

An optional subscale, Motivation, is available to accommodate those states which require documentation of this
characteristic in the identification process of gifted/talented students.
During development, the GES-4 was subjected to rigorous field testing by teachers from all grade levels (K-12)
which resulted in the 48 items included in the scale. The GES-4 was standardized on 2,114 students, 6 through 16
years of age. Demographic characteristics of the standardization sample approximate national percentages for gender,
race, ethnicity, geographic area, and occupation of parents.
Internal consistency reliability was .99 for the total score. Test-retest reliability yielded correlation coefficients
exceeding .90 for each of the subscales. Coefficients for inter-rater reliability for the subscales ranged from .98 to .99
for all age levels. Content validity was established through the initial development process. The scale was com-
pared to the Gifted Rating Scales-School Form (GRS-S) and the Gifted and Talented Evaluation Scales (GATES) as a
measure of concurrent validity with all subscales correlating significantly. Criterion-related validity indicated that the
GES-4 was effective in differentiating between students that are gifted and talented and those who are not.
The GES-4 uses frequency-referenced quantifiers. Each item on the GES-4 is rated on a five point scale from (1)
DOES NOT DEMONSTRATE THE BEHAVIOR OR SKILL to (5) DEMONSTRATES THE BEHAVIOR OR SKILL
AT ALL TIMES (CONSISTENTLY). Following administration, five types of scores may be obtained: frequency
rating for each item (reflecting the degree of success in performing a behavior), subscale raw score (the sum of the
frequency ratings for each subscale), subscale standard score (a consistent basis for comparing students), percentile
(a measure for comparing the student’s performance to the performance of other students), and a quotient score (a
global index of all characteristics measured within the total scale). Using the subscale standard scores, a profile of the
student’s level of functioning across the five subscales may be constructed.
The GES-4 takes approximately 15 minutes to complete and can be completed by anyone familiar with the student:
the classroom teacher, clinical personnel, or other school personnel. The GES-4 complete kit consists of a technical
manual, rating forms, and the Gifted Intervention Manual which contains goals, objectives, and intervention/instruc-
tional strategies for the behaviors identified by the GES-4.
The GES-4 is a valuable tool to assist school personnel in making diagnostic and program planning decisions for
gifted and talented children and adolescents. Further, basing the GES-4 on the most commonly used definition of
giftedness, coupled with the measurability and specificity of the items, makes such decisions more defensible.

H A W T H O R N E
Phone: (800) 542-1673 Fax: (800) 442-9509
www.hawthorne-ed.com
 SCHOOL VERSION RATING FORM
Stephen B. McCarney

RATING GUIDELINES

• The student should be rated by school personnel • If the student is beginning to develop or display the
who interact directly with the student in the school behavior or skill but has not yet mastered it, the
environment. rating should be
2
• The rater should rely on his/her observation of the IS DEVELOPING THE BEHAVIOR OR SKILL.
student’s behavior as it occurs naturally in the school
environment. If the rater has no knowledge of the stu-
dent’s ability to perform a particular item on the scale, • If the student has developed the behavior or skill
it is recommended that the rater consult another per- but does not display it on a regular basis, the rating
should be
son in the school environment to provide information 3
for that item. No boxes are to be left blank.
DISPLAYS THE BEHAVIOR OR SKILL
• It is recommended that the rater read each quanti- INCONSISTENTLY.
fier with the item before rating the item. Using item
6 as an example, the rater would first read “Has not
developed short- and long-term memory skills,” then
“Is developing short- and long-term memory skills,” • If the student has the ability to display the behavior
or skill and displays it successfully except in a few
then “Displays short- and long-term memory skills
instances, the rating should be
inconsistently,” then “Displays short- and long-term
memory skills most of the time,” and finally “Displays 4
short- and long-term memory skills at all times (con-
sistently).” DISPLAYS THE BEHAVIOR OR SKILL
MOST OF THE TIME.
• It is not necessary to complete the rating for a student
in one day. Several days may elapse before the rater
is able to complete the scale. • If the student consistently displays the behavior or
skill successfully in all situations, the rating should
be
• If the student has not developed the behavior or skill, 5
or does not display the behavior or skill; the rating
should be DISPLAYS THE BEHAVIOR OR SKILL
1 AT ALL TIMES (CONSISTENTLY).
DOES NOT DISPLAY THE BEHAVIOR OR SKILL.

IMPORTANT *** PLEASE NOTE: *** IMPORTANT

It is your responsibility as a professional or parent to immediately inform the publisher if you are asked to complete
any reproduction of this form. The original form is beige with brown print. If you have this form in any other color,
it was illegally reproduced. You are not permitted to complete or use any reproduced form. Hawthorne Educational
Services, Inc., will pay a reward of $100.00 for actionable evidence of illegal copying or faxing.
(800) 542-1673

Item #01110
GES-4
© 2018 8/18
Hawthorne Educational Services, Inc. H A W T H O R N E
800 Gray Oak Drive Phone: (800) 542-1673 Fax: (800) 442-9509
Columbia, MO 65201 www.hawthorne-ed.com Page 1
 TO RATER: Rate every item using the quantifiers (1-5) provided.
Every item must be rated. Do not leave any boxes blank.

DISPLAYS THE
DOES NOT DISPLAYS THE DISPLAYS THE BEHAVIOR OR SKILL
DISPLAY THE IS DEVELOPING THE BEHAVIOR OR SKILL BEHAVIOR OR SKILL AT ALL TIMES
BEHAVIOR OR SKILL BEHAVIOR OR SKILL INCONSISTENTLY MOST OF THE TIME (CONSISTENTLY)
1 2 3 4 5

SUBSCALE 1 4 13. Understands complex concepts and perceives re-

lationships (e.g., understands arithmetic concepts
1 1. Scores high on intelligence tests (130 I.Q. or and their relationship to money, understands poli-
above) and/or nationally standardized achieve- tics and its relationship to governmental affairs,
ment tests (95th-99th percentile), state testing understands analogies, etc.)
program (e.g., Missouri Assessment Program)
25
_______ Raw Score
1 2. Displays superior academic performance (e.g.,
receives the highest score possible or the high-
est score in the class on quizzes, tests, etc.) SUBSCALE 2
2 3. Uses an extensive and accurate vocabulary to 3 14. Combines information or ideas already learned to
convey thoughts, report experiences, express form unique and original ideas (e.g., is success-
needs, etc. ful in creative writing, designing plans, solving
problems, etc.)
2 4. Easily comprehends what he/she sees, hears,
reads, etc. (e.g., understands directions, expla- 3 15. Develops creative and original ideas which are
nations, and instructions upon receiving them unique (e.g., solves math problems using opera-
the first time; scores high on reading compre- tions which are different from those provided
hension tasks; etc.) through instruction, suggests a novel method of
teaching an abstract concept to a group of stu-
2 5. Is an independent learner (e.g., will use the

-44
dents, etc.)
library to learn more about a particular subject,
S
GE Form
will research or pursue questions or areas of 16. Engages in self-initiated activities (e.g., reads,
interest which are discussed during class activi- writes, paints, draws, entertains self through
ties, etc.) imagination, etc.)
2 6. Displays short- and long-term memory skills
t i n g3 17. Is curious and interested in learning about those
(e.g., can repeat lengthy sequences of numer-
als, recalls detailed information learned in
previous grade levels, etc.) R a aspects of the environment which are new or
different to him/her (e.g., asks questions about
anything out of the ordinary; wants to know more
about new discoveries in space, science, etc.)
2 7. Displays the ability to maintain concentration on
a particular activity for extended periods of time
4 18. Displays a wide variety of interests (e.g., likes to
(e.g., works through a difficult math problem to
play different sports and games, draw, read, con-
completion)
duct science experiments, solve math problems,
2 8. Expresses thoughts clearly and thoroughly in etc.)
verbal and written form (e.g., accurately reports
current events to the class, writes a detailed 3 19. Recognizes errors, mistakes, or oversights in or
explanation of events leading up to the Civil War, around the educational environment (e.g., catches
etc.) the teacher making a spelling error on the wall-
mounted board, finds an error in a textbook, etc.)
1 9. Displays a superior ability to understand ab-
20. Views situations, problems, or issues from differ-
stract concepts (e.g., mathematics, science, 3
foreign languages, etc.) ent perspectives (e.g., accepts negative conse-
quences because they are necessary, even though
2 10. Is a high achiever who sets personal goals and he/she finds them unpleasant; can successfully
strives to achieve them argue both sides of an issue; etc.)

2 11. Applies information learned in one situation to 3 21. Spontaneously uses language and vocabulary to
a new situation which may be either similar or articulate thoughts and ideas (e.g., can readily find
different words to express thoughts, can quickly respond
verbally to questions or problems, etc.)
2 12. Makes the most appropriate decisions or choices
based on information available and a consider- 3 22. Creates or produces elaborate detail in recreation
ation of probable outcomes (e.g., uses study time or academic activities (e.g., creates an entire vil-
at school to complete assignments in order to be lage with streets, houses, and stores for toy or
able to do the things he/she enjoys in the evening, imaginary characters; writes elaborate fictional
is successful in simulated problem-solving activi- short stories or detailed research papers for
ties in the classroom, etc.) classes; etc.)

Page 2 © 2018 Hawthorne Educational Services, Inc.

 2 23. Has many projects or activities going on at the 3 36. Uses speech and language to present ideas,
same time at home and school (e.g., is involved in clarify information, influence others, etc. (e.g.,
a wide variety of interests including projects, hob- offers suggestions for a play, skit, or theme for
bies, collections, memberships, etc.) a school activity; explains options available in a
group problem-solving activity; verbalizes his/
31
_______ Raw Score her position well enough in an argument to get
others to agree; etc.)

SUBSCALE 3 2 37. Facilitates positive interpersonal relations within

a group (e.g., is friendly and positive during
group activities, asks everyone’s opinion, can get
2 24. Excels in subjects requiring abstract thinking individuals with different points of view to com-
(e.g., mathematics, the sciences, philosophy, promise on decisions or ideas, etc.)
foreign languages, etc.)
1 38. Organizes and leads groups (e.g., forms a group
3 25. Succeeds with little effort in specific subject for the purpose of having a school dance or pic-
areas (e.g., mathematics, the sciences, language nic, organizes a computer club or science club,
arts, etc.) leads small groups in play or social activities,
etc.)
3 26. Asks in-depth questions regarding subject areas 1
studied or related areas of interest (e.g., What 39. Is chosen or elected to a leadership position
makes lightning bugs light up?, Why is war by peers (e.g., chosen as a team captain in a
sport, chosen as a team leader in a spelling bee,
used as a means of solving disagreements?, elected as a class officer, etc.)
etc.)
1 40. Naturally assumes leadership roles in academic,
1 27. Scores high (95th-99th percentile) on specific ar- social, political, sports, etc., situations (e.g.,
eas of nationally standardized achievement tests peer tutor, prom coordinator, class officer, team
(e.g., mathematics, sciences, language arts, etc.) captain, etc.)
1 28. Displays significant knowledge of a specific aca- 16
_______ Raw Score
demic area (e.g., knows more about the subject
than his/her peers, knows more than the infor-
mation contained in textbooks on his/her grade SUBSCALE 5
level, etc.)
4 41. Excels in natural physical ability skills such as

-4
balance, movement, and body control (e.g., jump-
1 29. Enjoys intellectually challenging activities (e.g.,
S
ing, skipping, running, changing movements and

GE 4Form
difficult math problems, creative writing, prob- directions, etc.)
lem solving, editing a school newspaper, etc.)
42. Displays superior manipulative skills in art, music,
2 30. Is highly critical of his/her academic success
(e.g., is disappointed by anything less than
t i n g or sports (e.g., when using art materials such as
brushes and pens; musical instruments; sports

13
perfection)

_______ Raw Score R a equipment such as bats, rackets, balls, etc.)

43. Displays superior artistic abilities (e.g., is creative

3
and successful in an art medium such as sculpt-
ing, drawing, painting, designing, photography,
SUBSCALE 4 etc.)

1 31. Takes a leadership role in school and/or commu-

1 44. Excels in musical ability (e.g., singing, playing an
nity group activities (e.g., volunteers, is looked instrument(s), writing music, writing musical
upon or chosen by others as a leader, etc.) lyrics, etc.)
3 32. Enjoys working toward goals, getting things 45. Is successful in acting and performing for audi-
accomplished, working on projects, etc. (e.g., 2
ences (e.g., school plays, skits, debates, comedy
takes responsibility for a bulletin board, orga- routines, dancing, etc.)
nizes a mock election, etc.)

2 33. Displays character and integrity by expecting 1 46. Displays superior writing abilities (e.g., short sto-
and practicing qualities of honesty, fairness, ries, plays, essays, term papers, reporting experi-
hard work, etc. (e.g., suggests a set of rules or ences or events, etc.)
code of conduct for the class, participates in the
drafting of a student honor code, insists on fair- 4 47. Excels in an area(s) of athletics (e.g., gymnastics,
ness and sharing, etc.) football, tennis, baseball, swimming, etc.)

1 34. Takes an active role in elected offices for groups 2 48. Displays original talent in art, music, writing,
or organizations (e.g., class, student council, dancing, acting, etc. (e.g., creates original paint-
clubs, church groups, etc.) ings, develops musical variations, writes creative
stories, develops creative dance steps, delivers
1 35. Facilitates group dynamics or group activities original acting performances, etc.)
(e.g., offers suggestions during group activities,
reminds the group of its goals, suggests appro- 21
_______ Raw Score
priate solutions for problems encountered by
the group, etc.)

© 20
2018 Hawthorne Educational Services, Inc. Page 3
 SCHOOL VERSION RATING FORM
Stephen B. McCarney

PROFILE SHEET
Name of
Thomas Andrews
student: _____________________________ M
Gender: ____
SUMMARY OF SCORES
Standard
Midvale
School: _________________________________________ Raw
Standard
Score Percentile
Score
SEM
Subscales Score (Appx A) (Appx C) (Appx E)
Class: Math
______________________________ 8
Grade: ____
City: Midvale
______________________________ State: PA
____
1. Intellectual 25 8 22 1.11

2018
Date of rating: __________ 7
__________ 16
__________
2. Creativity 31 11 66 2.45
(year) (month) (day) 3. Specific Academic
Aptitude 13 8 24 1.47
Date of birth: 2005
__________ 8
__________ 11
__________
(year) (month) (day)
4. Leadership Ability 16 7 23 1.29
Age at rating: 12
__________ 11
__________ 5
__________
(years) (months) (days) 5. Performing &
Visual Arts 21 11 66 1.78
Rated by (observer’s name): M. Jackson
_______________________
TOTAL SCORE
Dates during which observation of student occurred:
Sum of Quotient Confidence
1/18
From _____________________ 7/18
To _____________________ Subscale SS Quotient Percentile SEM Interval
(Appx B) (Appx B) (Appx E) (Chapter 2)

Amount of time spent with student:

50 min.
Per day ________________ 250 min
Per week _________________
45 96 40 4.23 99 %

SUBSCALES
Specific
Standard Academic Leadership Performing & Percentile
Scores Intellectual Creativity Aptitude Ability Visual Arts Quotients Quotient Percentiles Rank

20 • • • • • 150 • >99 •
19 • • • • • 145 • 95 •
18 • • • • • 140 • 90 •
17 • • • • • 135 • 85 •
16 • • • • • 130 • 80 •
15 • • • • • 125 • 75 •
14 • • • • • 120 • 70 •
13 • • • • • 115 • 65 •
12 • • • • • 110 • 60 •
11 • X• • • X• 105 • 55 •
• • • • •
X•• •
10 100 50
9 • • • • • 95 45 •
8 X• • X• • • 90 • 40 X•
7 • • • X• • 85 • 35 •
6 • • • • • 80 • 30 •
5 • • • • • 75 • 25 •
4 • • • • • 70 • 20 •
3 • • • • • 65 • 15 •
2 • • • • • 60 • 10 •
1 • • • • • 55 • 5 •
50 • <1 •
Important: Before using this scale, read the section titled Rating Guidelines on page one.
GES-4 No part of this publication may be reproduced or transmitted in any form or by any means,
electronic or mechanical, including photocopying, recording, or by any information storage
© 2018 and retrieval system, without permission in writing from the publisher.
Hawthorne Educational Services, Inc.
It is your responsibility as a professional or parent to immediately inform the publisher if you are asked to complete
any reproduction of this form. The original form is beige with brown print. If you have this form in any other
color, it was illegally reproduced. You are not permitted to complete or use any reproduced form. Hawthorne
Educational Services, Inc., will pay a reward of $100.00 for actionable evidence of illegal copying or faxing.
Page 4 (800) 542-1673
 SCHOOL VERSION RATING FORM
Motivation Scoring Form
Stephen B. McCarney

Item No. Rating Motivation Profile

5. 2
____________ Name of
Thomas Andrews
student: _________________________________________
10. 2
____________
Motivation
12. 2
____________ Quotient Confidence
Raw Quotient Percentile SEM Interval
16. 4
____________ Score (Appx D) (Appx D) (Appx E) (Chapter 2)

M
31 96 39 9.62 99

o
17. 3
____________ __________ __________ __________ __________ __________%

22. 3
____________

tiv
Motivation Percentile
2 Quotient Subscale Percentiles Rank
23. ____________

ati
150 • >99 •
145 95

o
26. 3
____________ • •
140 • 90 •

n
E
2
____________ 135 • 85 •
30.
130 80

S
• •
____________ 125 • 75 •
31. 1

4
120 • 70 •
115 • 65 •

G cor
32. ____________
3
110 • 60 •
105 • 55 •
34. ____________
1 100 • 50 •
1 95 X• 45 •
38. ____________
90 40
S- ing F
• X•
85 • 35 •
o
48. ____________
2 80 • 30 •
r

75 • 25 •
31 70 20
m

Raw Score • •
65 • 15 •
60 • 10 •
55 • 5 •
50 • <1 •
Item #01115 No part of this publication may be reproduced or transmitted in any form or by any means,
electronic or mechanical, including photocopying, recording, or by any information storage
GES-4 Motivation Scoring Form and retrieval system, without permission in writing from the publisher.
© 2018 8/18
Hawthorne Educational Services, Inc.
800 Gray Oak Drive
Columbia, MO 65201
H A W T H O R N E It is your responsibility as a professional or parent to immediately inform the publisher if you are asked to complete
Phone: (800) 542-1673 Fax: (800) 442-9509 any reproduction of this form. The original form is beige with brown print. If you have this form in any other
color, it was illegally reproduced. You are not permitted to complete or use any reproduced form. Hawthorne
www.hawthorne-ed.com Educational Services, Inc., will pay a reward of $100.00 for actionable evidence of illegal copying or faxing.
(800) 542-1673
 1 Scores high on intelligence tests, achievement
tests, etc.
Goals:
1. The student will be trained in the higher order thinking levels of analysis, synthesis and evalua-
tion.
2. The student will be trained in process skills.
3. The student will develop problem solving skills.
4. The student will routinely and independently engage in exercises and use materials that require
accurate and logical thinking.

Objectives:
1. The student will complete tasks per week requiring analysis (i.e., to take apart, identify a
problem, etc.).
2. The student will complete tasks per week requiring synthesis (i.e., to create something
new, unique or original).
3. The student will complete tasks per week requiring evaluation (i.e., to judge, decide,
choose, etc.).
4. The student will develop process skills by completing activities per month that require
independent investigation techniques (e.g., surveying, interviewing, researching, etc.).
5. The student will engage in the creative problem solving process (e.g., recognizing a problem,
representing the problem in its parameters, devising a solution plan, executing the plan and
evaluating the solution) times per month.
6. The student will evaluate the differences between convergent and divergent questions with
% accuracy (i.e., decide which questions call for a single correct answer and which are

l
more open-ended by accepting many answers or opinions).

d u a
7. The student will develop flexible thinking by completing activities per week that require
te n
f a
fluency, flexibility, originality and elaboration (e.g., activities that call for a large number of
i
G nM
responses, categorizing, uniqueness and/or detailed explanations).
8. The student will become more confident in his/her ability to think logically by independently

t io
engaging in exercises and using materials that require accurate logical thinking times per
n
week.
r v e
e
9. The student will choose an interest area for further independent study after exploring interest

Int
center options.

Interventions:
1. Require the student to investigate (by 4. Have the student write and/or design
reading) historical, literary, scientific, and/or riddles, brain twisters, picture puzzles, etc., that
political leaders of the past to analyze personal- require logical thinking.
ity traits common to leaders:

(a) Have the student make a chart to display

5. Reinforce creative thinking and creative
information learned. answers intrinsically (e.g., with verbal praise, a
smile, etc.) or with tangible rewards (e.g., choice
(b) Ask the student to judge which personality of activity, free time, no homework, candy, etc.).
traits are most necessary for survival and/or suc-
cess in today’s society. 6. Encourage the student to join Mensa In-
2. Introduce the student to great historical ternational if he/she desires corresponding with
philosophers (e.g., Aristotle, Socrates, Thoreau, others who have a high level of intelligence, to
etc.) and more contemporary philosophers (e.g., promote self-understanding.
Ghandi, Martin Luther King Jr., Isaac Asimov,
etc.). 7. Encourage the student to join groups or
3. Frequently permit the student to answer clubs based on a single interest of the student
riddles, brain twisters, picture puzzles, etc., that (e.g., an after-school chess or computer club,
require logical thinking. etc.).