Various methods are used to collect data about the student, such as observations, teacher rating scales, product, process and performance outcomes, nominations by teachers, parents, community and peers, tests – standardized achievement, intelligence tests, and teacher-designed tests (Riley, 2004, cited in Easter, 2011). The advantages of using checklists and rating scales are that they can be used to accurately identify gifted students, including those from Māori and minority cultures, provided the teacher has a good understanding of the culture and how this may influence the way talent manifests itself. Products, processes and performances that take into account talent ideas from different cultures are also effective (Bevan-Brown, 2009). Standardized tests of intelligence, achievement and creativity are useful for identifying gifted students because they have high reliability and validity and the results can be compared to the norm, but it should be remembered that these tests also have disadvantages due sometimes to having too much of a limit low that gifted students' knowledge or talent is above this level and therefore goes unnoticed, some have cultural and linguistic biases, and some are not suitable for gifted children with learning difficulties (twice exceptional