We present the results of a training program with future Primary Education teachers on the impact on motivation and perception of learning achieved through strategies and techniques associated with gamma and flipped-classroom. The program was run in four classroom groups (n = 210) at the University of Murcia (Spain) and the aim was to analyze the effect that the gamification-based and flipped-classroom program has on motivation and learning. Information was collected through a perceptions questionnaire. Descriptive statistics are shown; mean tests (t of Student and ANOVA of a factor) and Pearson correlations between subscales. The data show a very positive impact on motivation, the learning achieved, and the strategies applied in the program. Some differences between group-class and gender are discussed, and some future improvements of the program are put forward.

Recent years have witnessed the arrival of new methodological horizons in teacher training. Technological resources and mobile connections play a major role in these studies. At the same time, there is a focus on play to increase commitment and motivation. It is in this context that gamification and flipped-classroom strategies have arisen. This paper presents the results of a training program with future Primary Education teachers using gamification and flipped-classroom strategies and techniques. The aim was that teachers in training acquire competences in proposing innovative teaching units. The learning achieved through the program was evaluated by collecting perceptions via a questionnaire and using an observation scale of the didactic units designed. The program was implemented in four classroom groups (N = 210) at the University of Murcia (Spain). Descriptive statistics are shown; mean tests (t of Student and ANOVA of one factor); non-parametric tests (U-Mann Whitney test); and Pearson correlations between subscales. The data show a very positive assessment of the learning achieved and the strategies applied in the training program. The learning outcomes were satisfactory, although lower than perceived. Some differences between class groups and gender are discussed, and some weaknesses of the program are pointed out.

Título: Retos en la Identificación de los Alumnos Superdotados: Cuestiones relacionadas con la Evaluación Psicológica. Resumen: Este artículo analiza los temas relacionados con la identificación de los estudiantes superdotados y recoge algunas recomendaciones especí-ficas sobre medidas educativas, con el fin de responder a la diversidad de estos estudiantes. Se plantean las dificultades más comunes relacionadas con la evaluación psicológica de estos estudiantes, entre ellas la falta de instrumentos adecuados para la evaluación de las múltiples dimensiones de la superdotación y el talento, así como, la falta de formación que tienen los profesionales para esta identificación. Con respecto a estas dificultades, se describen algunos procedimientos de evaluación con el fin de asegurar mayores niveles de objetividad y validez de los datos, lo que reduce la posibilidad de falsos positivos y falsos negativos en la identificación de estos estudiantes. Además de las pruebas psicológicas, se presentan las ventajas del uso de diferentes fuentes de información y la contribución de los distintos profesionales y padres para esta evaluación. Por otro lado, es importante llevar a cabo la evaluación de los estudiantes superdotados por fases, incluyendo una fase de evaluación inicial (screening), seguida de la fase de diagnóstico o identificación; y la fase final, orientada a atender a la diversidad de estos estudiantes. Por último, se presentan algunas sugerencias para el avance en la identificación y evaluación de la superdotación, como un medio para apoyar el desarrollo de la investigación en este área. Palabras clave: superdotación, altas habilidades, talentos, evaluación, identificación.Abstract: This paper discusses issues related to the assessment of children and youth for the identification of giftedness, and presents specific recommendations for educational measures in order to attend to the particular characteristics and needs of these students. We outline the most common difficulties related to the psychological assessment of these children, including the lack of adequate instruments for the assessment of the multiple dimensions of giftedness, as well as the shortage of training for this identification. Regarding these difficulties, we describe some assessment procedures that assure higher levels of objectivity and validity in data, reducing the possibility of false positives and false negatives in the identification of these students. In addition to psychological tests, we present the advantages of using multiple informants and the contribution of different professionals and parents for this assessment. On the other hand, as we present giftedness as a result of a developmental process, it is important to conduct students' assessment in phases, including an initial screening phase, followed by the sound assessment of students and nurturing. Finally, we present some suggestions for the advancement in giftedness identification and assessment, as a means to support the development of research in this area.

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