Reversing the revolving door: A strict interpretation of Renzulli's definition of giftedness

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Abstract
The primary purpose of the present study was to demonstrate that definitions of giftedness and associated identification models are not necessarily related to one another as they should be. Renzulli's Revolving Door Identification Model (RDIM) was selected as a case in point. Results show that a very limited group of children can be classified as gifted using an identification model based on Renzulli's definition. Use of verbal versus figurai creativity scores resulted in the identification of totally different children. The results show how selection of assessment devices and definition‐identification consistency in gifted education influence not only which students, but also how many students are served.
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