I'd be interested in some kind of social and/or psychological measures in addition to test-taking measures. My own experience as a "gifted" student is that I di

I'd be interested in some kind of social and/or psychological measures in addition to test-taking measures. My own experience as a "gifted" student is that I did not greatly enjoy or become motivated by being in "gifted" courses. My 4th-5th grade were entirely tracked, then 6th-8th were tracked more weakly, and high school varied depending on the course. I much preferred the subset of courses that were mixed, which I found more rewarding on many axes, at least once I got to high school (I don't know whether I would've preferred a non-tracked 4th grade). The non-tracked courses were more rewarding in terms of socializing and friendships. I also found they played better to my own strengths, which are aligned more towards trying to help out fellow students who were having trouble with material in one way or another, rather than competing with them. In "gifted-only" classes, I found more people were overachievers more interested in outdoing me than swapping strengths. I found I learned best myself when I had opportunities for informal tutoring, which happened more in the mixed-skill classes, where someone actually was interested in me helping them. They weren't always the same sorting of skills, either. I would guess I was in the "upper" part of the mixed-skill classes in most of those I took, but I had some useful experiences when some of the same people I helped out in a science course in turn helped me out in an art course, which I wasn't great at. At least half the intrinsic joy of learning something, imo, is being able to share it with someone who doesn't (yet) understand it as well as you do.