The contribution illustrates the Italian adaptation of Tracking Talents (1999) by Gagnè. Gagnè's tool is described by the author as Peer, Teacher, and Self-Nominations Form (PTSNF) because it collects information on a wide variety of talents from multiple sources. The choice to use this tool in Italy arose from the lack of horizontal peer identification tools. Peer nomination, considered as effective as intelligence tests (Kaya, 2013), has proven valuable in shared learning environments where peers can observe different skills not always noticed by parents and teachers: peer interaction is typically less inhibited (Kitano and Kirby, 1986) and a large pool of judges helps to increase reliability (Masse and Gagné, 1996).

This study employed a case study methodology involving 768 pupils from primary school classrooms in Italy. The data were analysed and evaluated by a triad of school interns, class teachers and education specialists. This comprehensive approach ensured a thorough evaluation of the effectiveness of the instrument, with results validated through data triangulation (Trinchero, 2004). The tool proved particularly effective in peer nominations, identifying both students already assessed as gifted and those not yet assessed but confirmed as gifted through further screening, demonstrating its reliability in educational contexts.

The high correlation between intelligence test results and peer nomination forms underlines the need for a complementary approach to talent identification. Such an approach enhances the value of traditional assessments and provides unique qualitative and accurate information provided by peer assessment, which experiences peers in various contexts and situations. Other advantages of the instrument are its cost-effectiveness (Rubin & Cohen, 1986) and its ability to identify students overlooked by formal assessments, such as those from linguistic and cultural minorities (Adams, 1990) or students with high creative potential (Hadaway & Marek-Schroer, 1992).

Peer nomination also fosters a culture of mutual recognition among students, promoting the development of personal and social skills. This process supports individual growth and contributes to an educational environment in which talent is recognised and valued collectively.

The experimentation process led to the identification of minor adjustments to optimise the tool's functionality and important modifications to reduce mis-nominations, reflecting the ongoing effort to refine the tool to better meet the needs of gifted students. This contribution discusses these aspects, offering a detailed analysis of the methodology, results and broader implications for gifted education.

The adapted tool has proven invaluable in identifying and supporting gifted students, opening new horizons in the identification process that with this tool can extend to a broader scale allowing teachers an early interception of talents in the classroom and an appropriate design for their development and enhancement ensuring that all students have the opportunity to realise their full potential.

Keywords: Giftedness, gifted education, peer nomination.