In the Cultivating Diverse Talent in STEM project, funded by the National Science Foundation in the United States, new assessments were developed, field tested, used to identify students with exceptional talent in science, technology, engineering, and mathematics (STEM), and compared with existing methods (grade point average [GPA], letters of recommendation, self-statements). Students identified by both methods participated in an internship program in laboratories of scientists on the campus of an R1 university in the Southwest. Existing methods limited the diversity of students identified. Significant differences were found between students identified by the new methods (M2) and existing methods (M1) in GPA, ethnicity, and parent level of education. Ethnicity differences may be due to the ethnic makeup of the partner schools, but differences in GPA and parent level of education cannot be attributed to the location of schools. Although GPAs of M1 students were significantly higher (3.71) than those of M2 students (3.07) and M1 students came from higher income groups and schools in higher income areas, the M2 students scored higher on all the performance assessments of creative problem-solving and at similar levels on concept maps and mathematical problem-solving. Studies of the usefulness and psychometric properties of the new assessments are needed with different groups and in different contexts.

中文翻译：

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识别科学、技术、工程和数学领域的杰出人才：增加多样性和评估创造性解决问题的能力

在美国国家科学基金会资助的“培养多元化的 STEM 人才”项目中，开发了新的评估并进行了实地测试，用于识别在科学、技术、工程和数学 (STEM) 方面具有特殊才能的学生，并进行比较使用现有方法（平均绩点 [GPA]、推荐信、自我陈述）。通过这两种方法确定的学生参加了西南一所 R1 大学校园科学家实验室的实习计划。现有方法限制了确定的学生的多样性。新方法 (M2) 和现有方法 (M1) 确定的学生在 GPA、种族和父母教育水平方面存在显着差异。种族差异可能是由于合作学校的种族构成，但 GPA 和家长教育水平的差异不能归因于学校的位置。尽管 M1 学生的 GPA（3.71）明显高于 M2 学生（3.07）且 M1 学生来自高收入群体和高收入地区的学校，但 M2 学生在创造性解决问题和解决问题的所有表现评估中得分更高。在概念图和数学问题解决方面处于相似水平。需要在不同的群体和不同的背景下研究新评估的有用性和心理测量特性。M2 学生在创造性解决问题的所有表现评估中得分更高，在概念图和数学问题解决方面也处于相似水平。需要在不同的群体和不同的背景下研究新评估的有用性和心理测量特性。M2 学生在创造性解决问题的所有表现评估中得分更高，在概念图和数学问题解决方面也处于相似水平。需要在不同的群体和不同的背景下研究新评估的有用性和心理测量特性。