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

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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.

General Information

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

Journal rubric: Developmental Psychology

Article type: scientific article

For citation: Belih S.L., Bokinova M.F. Identification of concealed giftedness skills through comparison of direct and indirect assessment of skills. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2012. Vol. 17, no. 1, pp. 66–74. (In Russ., аbstr. in Engl.)

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Information About the Authors

Svetlana L. Belih, PhD in Psychology, Associate Professor, Department of Pedagogy and Psychology of Extreme Situations, Saint-Petersburg University of State Fire Service EMERCOM of Russia, St.Petersburg, Russia, ORCID: https://orcid.org/0000-0001-5642-1988, e-mail: belih@bk.ru

M. F. Bokinova, music teacher, lyceum №14, music director, kindergarten № 247, Russia

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