Exploring theoretical foundation of Nissen’s gifted identification tools within the DMGT model: a Swedish examination

This study examines the theoretical foundations of Nissen’s lists used for identifying giftedness by analysing their alignment with Gagné’s Differentiating Model of Giftedness and Talent (DMGT). While the lists have shown empirical validity as screening tools in Nordic contexts, their underlying theoretical framework has not been clearly articulated. Using the DMGT as an analytical framework, a qualitative comparative analysis is conducted in which three researchers code items from the student, guardian, and teacher lists in relation to the DMGT’s components, followed by consensus-based discussion. The findings indicate that the lists primarily capture intellectual and intrapersonal characteristics, while other aspects, such as physical abilities, appear to be less emphasised. This partial alignment may suggest a focus on identifying high potential rather than fully developed talent. The study highlights the value of the lists while pointing to the need for further theoretical refinement to support more equitable identification practices.