Social Science Space

As universities start to imagine a post-pandemic future, they are faced with a choice – to simply return to the way things were, or embrace this opportunity to change assessment for good.

Joni Lakin takes a look at David Lohman’s seminal 2005 work in Gifted Child Quarterly. His paper addresses the issue of underrepresentation while tackling a well-intentioned myth that nonverbal tests are the most equitable way to assess students who come from racial, ethnic, or linguistic minorities in the U.S.