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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

DOI: http://dx.doi.org/10.17759/pse

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

Free of fees
Open Access Journal

 

Identification of concealed giftedness skills through comparison of direct and indirect assessment of skills

Belih S.L., associate professor, chair of general psychology, Udmurt State University, Izhevsk, Russia, belih@bk.ru
Bokinova M.F., music teacher, lyceum №14, music director, kindergarten № 247
Abstract
When teachers make an assessment of the skills of pupils, it is often distorted under the influence of a number of factors which leads to the phenomenon of “concealed giftedness”. The aim of the empirical research: research of peculiarities of educational assessment of giftedness. The sample group – 342 pupils of Izhevsk humanitarian-educational lyceum №14, from the 1st to the 9th grade (7 to 14 years). The terms: from 10.2001 to 01.2002. The methods: expert assessment, testing, supervision. It is shown that the pupil with evident skills is assessed by teachers as obviously gifted: a) in case of a balanced structure of skills in all spheres, b) when his behavior corresponds to the stereotype, c) if he has obvious communicative skills, general mobility and energy, which confirmed the hypothesis of a symptom-complex of characteristics which mediate giftedness.

Keywords: «concealed giftedness», «obvious giftedness», distortions of perception of giftedness

Column: Developmental Psychology

For Reference

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