Dynamic Assessment of Gifted Students

Kanevsky, Lannie

doi:10.1016/b978-008043796-5/50021-8

Cited by 20 publications

(24 citation statements)

References 36 publications

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“…Interpreting gain scores from pretest to posttest in dynamic assessment methods has been the source of much criticism and concern (Cronbach & Furby, 1970;Embretson, 1987;Grigorenko & Sternberg, 1998;Kanevsky, 2000). These concerns are based on a range of psychometric, methodological, and interpretive issues.…”

Section: Measuring and Reporting Change In Dynamic Assessment Methodsmentioning

confidence: 98%

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Identifying High Academic Potential in Canadian Aboriginal Primary School Children

Chaffey¹,

Halliwell

McCluskey

2006

Gifted and Talented International

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Of the 19 Canadian Aboriginal grade 3 and 4 children taken through the Coolabah Dynamic Assessment (test-intervention-retest) process in this pilot study, eight made pronounced gains from pre-test to posttest. Among this group of "invisible underachievers," three showed exceptional potential by achieving post-test raw scores that suggest high academic potential. In the context of this study, the term "invisible underachiever" refers to individuals who underperform both in the classroom and on commonly used evidence of potential for higher achievement. Profiles of these three youngsters illustrate the value of dynamic assessment in identifying talent in underachieving students, including those from disadvantaged and minority group backgrounds.

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Section: Measuring and Reporting Change In Dynamic Assessment Methodsmentioning

confidence: 98%

“…If we are seeking to identify gifted children it is important that the base instrument does not have a ceiling for these children (Kanevsky, 2000). The RSPM, used at pretest and posttest with the CDA, has a very high ceiling for gifted children of 8 to 11 years of age.…”

Section: A Gifted Focusmentioning

confidence: 99%

Identifying High Academic Potential in Canadian Aboriginal Primary School Children

Chaffey¹,

Halliwell

McCluskey

2006

Gifted and Talented International

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“…However, the results show that the methodology was successful at identifying children who passed unnoticed through traditional intelligence tests. Kanevsky's (2000) study of pre-school children with an IQ between 110 and 150 demonstrated that gifted children possessed a broader ZPD 1 as well as faster learning capacity and higher generalization from such learning. Moreover, the learning demonstrated by the children was associated with high levels of motivation, meta-cognition, self-regulation and flexibility, a finding which has been confirmed in other studies (Calero, García-Martín, Jiménez, Kazén, & Araque, 2007).…”

Section: Introductionmentioning

confidence: 98%

Learning Potential in high IQ children: The contribution of dynamic assessment to the identification of gifted children

Calero

Belen

Robles

2011

Learning and Individual Differences

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“…For academic acceleration programs and related evaluation studies see Heller and Reimann (2002). Methodological problems of talent search for gifted programs are treated by Hany (1993Hany ( , 1997Hany ( , 2001Hany ( , 2004 and Neber (2004) or-with international perspectivesby Feldhusen and Jarwan (2000), Kanevsky (2000), Sternberg and Grigorenko (2002), and Sternberg and Subotnik (2000).…”

Section: German Gifted Program Activities and Their Evaluationmentioning

confidence: 99%

Education and Counseling of the Gifted and Talented in Germany

Heller

2005

Int J Adv Counselling

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One of the principle reasons responsible for the fact that nurturing the gifted and talented in Germany has (once again) advanced to a pedagogic concern in the 1990's lies in the dichotomy of equality and excellence. Are these two pedagogic goals actually incompatible, as often maintained in open discussions? After a long period of oscillation between these two poles, in the age of information a new emphasis has increasingly been placed on excellence. "It becomes more and more important for bright students to be using their abilities to stimulate this new era with economic and political productivity. But this will not happen if the current 'laissez faire' approach to gifted students continues into the next decade" (Gallagher, 2000, p. 691). Following a short definition of giftedness and related conceptions, arguments for gifted education stemming from the areas of learning psychology and instructional psychology will be discussed. The central problems concerning identification and programming will then be addressed in greater detail. Hypotheses will be developed, on the basis of the ATI model that gifted students need creative, stimulating learning environments. Various approaches will be presented here and discussed in the context of TIMSS and PISA. The second part of the article will deal with guidance and counseling issues with respect to the special needs of gifted children and adolescents and their social contact persons (peers, parents, teachers). In conclusion, German program evaluation, studies in the fields of gifted education, counseling and nurturing giftedness and talent will be presented. The outcomes of these studies and their consequences for improvements for the quality of gifted and talented education and counseling in Germany will be discussed. Excellence is one of the most important educationalpsychological challenges of the new century.

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Dynamic Assessment of Gifted Students

Cited by 20 publications

References 36 publications

Identifying High Academic Potential in Canadian Aboriginal Primary School Children

Identifying High Academic Potential in Canadian Aboriginal Primary School Children

Learning Potential in high IQ children: The contribution of dynamic assessment to the identification of gifted children

Education and Counseling of the Gifted and Talented in Germany

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