Dynamic Assessment for Identification of Twice-Exceptional Learners Exhibiting Mathematical Giftedness and Specific Learning Disabilities

Autor/inn/en	Al-Hroub, Anies; Whitebread, David
Titel	Dynamic Assessment for Identification of Twice-Exceptional Learners Exhibiting Mathematical Giftedness and Specific Learning Disabilities
Quelle	In: Roeper Review, 41 (2019) 2, S.129-142 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-3193
DOI	10.1080/02783193.2019.1585396
Schlagwörter	Alternative Assessment; Academically Gifted; Learning Disabilities; Grade 5; Grade 6; Elementary School Students; Foreign Countries; Mathematics Achievement; Student Evaluation; Evaluation Methods; Achievement Tests; Jordan; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulnote; Studentische Bewertung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	The purpose of this research was to investigate the utility of dynamic assessment (DA) in identifying a group of "twice-exceptional students" who exhibited mathematical giftedness and specific learning disabilities (MG/LDs). A quantitative method was applied by a multidisciplinary team to identify 30 students (16 girls and 14 boys) in the fifth and sixth grades, aged 10 years to 11 years 11 months, at three public elementary schools in Amman, Jordan. The findings of the dynamic mathematics assessment showed (a) a high variance in performance between the pre- and posttests and (b) a lack of relation with conventional static assessment (e.g., mathematics achievement tests and the arithmetic subtest in the Wechsler Intelligence Scale for Children, Jordanian version). DA was found to be beneficial for elementary school boys and girls and to affect their mathematics achievement to the same extent. No group differences were observed between "low" and "high" achievers in their learning potential as revealed by their performance on DA. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01