Assertion: Performance on intelligence tests is the sole measure for identifying gifted individuals.

Reasoning: Giftedness always results in brilliant academic performance.

Both Assertion and Reasoning are wrong.

Gifted children show early signs of intellectual superiority. Even during infancy and early childhood, they show larger attention span, good recognition memory, preference for novelty, sensitivity to environmental changes, and early appearance of language skills. To equate giftedness with brilliant academic performance is not correct. Athletes who show superior psychomotor ability are also gifted. Each gifted student possesses different strengths, personalities and characteristics.

Performance on intelligence tests is not the only measure for identifying the gifted. Many other sources of information, such as teachers’ judgment, school achievement record, parents’ interviews, peer and selfratings, etc. can be used in combination with intellectual assessment.