Use dynamic assessment to identify gifted learners' potential¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The essay recommends the field "turn to experimenting with methods of dynamic assessment" for identifying learning potential. Such assessment "works to isolate the interaction between the learner and a given task," and, in a classroom-like setting, can reveal what a student knows and can learn while incorporating interaction with more capable others, new strategies, and activation of prior knowledge.

Design Implications¶

Context¶

Requirements¶

• Administration in a setting resembling the traditional classroom so results shed light on what the student knows and can learn

Constraints¶

• The essay frames this as experimentation with methods rather than an established practice

Target Learners¶

• gifted students, including culturally and linguistically diverse learners

Target Learning Goals¶

• determining where a student's zone of proximal development lies

Affordances¶

• Zpd Assessment Instruction Tool Gifted

Related Strategies¶

• Use multiple criteria and non-traditional measures to identify diverse gifted learners
• Apply scaffolding and social group-investigation models in gifted classrooms
• Prepare novice teachers of the gifted in the sociocultural context of the gifted classroom

Examples¶

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Key Sources¶

• McGlonn-Nelson, K. (2005). Looking Outward: Exploring the Intersections of Sociocultural Theory and Gifted Education. The Journal of Secondary Gifted Education, 17(1), 48-55. https://eric.ed.gov/?id=EJ746045. doi:10.4219/jsge-2005-391