La Identificación del talento verbal y matemático: la relevancia de las medidas fuera de nivel

Abstract

Título: Identificación del Talento Verbal y Matemático: La relevancia de la medida "out of level". Resumen: El presente estudio tiene dos objetivos principales. Por una parte, se ofrece una revisión conceptual de la literatura junto con los trabajos realizados en España por los autores acerca del modelo de identificación del talento, conocido en la literatura internacional como Talent Search model o Talent Search concept. Este modelo creado por J.C. Stanley en los EE.UU. a principios de los 70 ha dado lugar a un inmenso desarrollo en la detección del talento verbal y matemático de los jóvenes, con el objeto de ofrecerles ayudas educativas adecuadas a su capacidad. Lejos de ser un modelo americano, en este trabajo mostramos, y este es el segundo objetivo, a través de los datos de varios años de aplicación del modelo en España, que puede considerarse un modelo universal que, apoyado entre otros en el principio de la medición por encima de nivel (above or out of level), permite discriminar adecuadamente la capacidad diferencial de los alumnos que, al ser medidos solo con pruebas de nivel, su verdadera capacidad queda enmascarada. Se ofrecen algunas sugerencias para el uso a gran escala de estos procedimientos en las escuelas. Palabras clave: Identificación, Talento Verbal, Talento Matemático, Talent Search, Center for Talented Youth, SCAT, Above Level Testing.Abstract: This study has two main objectives. First one to carry out a conceptual review of the literature together with the work done in Spain by the authors about the identification model known in the international literature as Talent Search model or concept. This model created by J. C. Stanley in the early 70s has led to a huge development in the identification of verbal and mathematical talent of young people, in order to provide the appropriate educational provision their ability needs. Far from being an American model, in this paper we show, and this is the second objective, through data from several years of implementation of the model in Spain, that it can be considered a universal model, based among others in the principle of above or out of level measurement. Using this above level measurement, we can adequately discriminate the diverse ability of the students tested, that when measured alone with in level testing, is masked due to lack difficulty and discrimination of the tests used. Some suggestions for large-scale use of these procedures in schools are provided.

Cyberbullying in Gifted Students: Prevalence and Psychological Well-Being in a Spanish Sample

“…As in many other countries, the population of gifted students in Spain presents some peculiarities that should be highlighted. Among them, their geographic and school dispersion, the diversity of identification criteria, the lack of systematic detection processes leading to infra-identification, among others [48]. According to the Ministry of Education of Spain, there were 27,133 gifted students in 2017 (last available year).…”

Assessment in Gifted Education: A Review of the Literature From 2005 to 2016

“…Many scholars have suggested that the high ceilings that exist in above-level tests may mean that they are more discriminatory in the assessment of gifted students in comparison to many other instruments (Rambo-Hernandez & Warne, 2015; Warne, 2012, 2014; Warne et al, 2016). Above-level testing is a particularly popular practice in Talent Search programs, such as the Belin-Blank Exceptional Students Talent Search conducted at the University of Iowa (Assouline & Lupkowski-Shoplik, 2012; Jung, Barnett, Gross, & McCormick, 2011; Rambo-Hernandez & Warne, 2015; Swiatek, 2007; Tourón & Tourón, 2011, 2016)…”

Analysing Educational Interventions with Gifted Students. Systematic Review

“…Thus, to the extent that there is an inadequate adaptation of the teaching-learning process to the characteristics of students with high abilities, this school context, as found in other studies [ 16 , 55 , 56 ] state, puts these students at a disadvantage, and they tend to become bored, which leads to a general lack of motivation and, therefore, to failure at school.…”

“…Concerning this, it is important to focus on the diversity of areas (cognitive, social and emotional) in order to make an adequate diagnosis and establish measures for action [ 2 , 5 ]. In addition, according to Tourón et al [ 16 ], the crucial point in the case of this type of student is not to determine a precise diagnosis of giftedness and all its components—only from an interdisciplinary approach is it possible to promote the student’s full development, but to have the necessary human and material resources available at an educational level to provide an appropriate response which promotes both their maximum academic and social development. Given the existence of an associated neurological and socioemotional basis, this may have an impact on the self-esteem and motivation of these students as well as on their self-perception, academic performance and social integration [ 2 , 6 , 7 ].…”