Utility of Psychometric and Dynamic Assessments for Identifying Cognitive Characteristics of Twice-Exceptional Students

Abstract

The purpose of this research was to examine the utility of psychometric and dynamic assessment for the identification of a twice-exceptional (2E) group of students who showed both mathematical high abilities and specific learning disabilities. Of a population of 800 students, 30 (14 boys and 16 girls) ages 10 to 12 years were selected and identified as twice-exceptional at three public elementary schools in Amman, the capital of Jordan. A combination of three psychometric tests and one dynamic math assessment tool was used to recognize the cognitive and perceptual characteristics strengths and difficulties among students. Both psychometric and dynamic assessment models were found important and complementary to one another for the identification of cognitive and perceptual characteristics of twice-exceptional children. The findings were reported and discussed.

Book review: The school handbook for dual and multiple exceptionality

“…The book introduces a comprehensive assessment in line with McCallum et al's ( 2013 ), Kaufman's ( 2018 ), and Al-Hroub's ( 2021 ), research. The lens that the book looks at DME through is neurodiverse, further refuting traditional testing and intervention methods to reframe within multifaceted ones.…”

Framing the education for gifted Lebanese and gifted refugees in Lebanon

“…In the end, group-specific norms have the best chance of boosting the equality of gifted education programs, especially when used in conjunction with local norms and universal screening ( Peters and Engerrand, 2016 ). The multidimensional approach to identification combines psychometric and dynamic assessment (DA; Al-Hroub, 2012 , 2021 ; Al-Hroub and Whitebread, 2019 ). DA is defined as an interactive diagnostic approach to conducting assessments that focuses on the ability of the learner to respond to intervention.…”

“…Static psychometric tests are primarily interested in learned outputs, whereas DA approaches concentrate on learning processes and provide a more accurate and sensitive means of identifying diverse gifted children including those with learning disabilities ( Al-Hroub, 2011 ). Psychometric tests have drawn more criticism for being inequitable to the underprivileged, the disadvantaged, the extraordinary, and the 2E ( Al-Hroub, 2021 ). DA gives underprivileged students the chance to show off their learning potential.…”

“…Research has warned of the harmful consequences of neglecting the needs of gifted students ( Robinson et al, 2007 ; Rogers, 2007 ; Davis et al, 2011 ; Clark, 2014 ). It is also vital to learn about the characteristics of twice-exceptional learners (see Al-Hroub and Whitebread, 2008 ; Al-Hroub, 2009 , 2021 ). Identified gifted students require curriculum and instructional strategies suitable for their higher level abilities, and if not provided, boredom and possibly underachievement may result.…”

Perceptions of preschool teachers of the characteristics of gifted learners in Abu Dhabi: A qualitative study

“…Because this study aimed at determining preschool teachers’ perceptions about the identification and education of gifted preschoolers, a qualitative method was adopted. The qualitative method recognizes that reality is a social construct of giftedness in which the complexity and context of the emerging data must be considered; the participant, not the method, should be the primary focus ( Al-Hroub, 2021 , 2014 ). The process of qualitative research is inductive and allows inquiries about a topic by collecting data.…”