Psychometric versus Dynamic Assessment for Mathematically Gifted Children with Learning Difficulties

Psychometric versus Dynamic Assessment for Mathematically Gifted Children with Learning Difficulties

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Psychometric versus Dynamic Assessment for Mathematically Gifted Children with Learning Difficulties

The purpose of this research is to investigate the efficacy of psychometric and dynamic assessment to identifying ',mathematically gifted students with learning difficulties', (MG/LD) in Jordan. An extensive process of quantitative methods was conducted by a multi-disciplinary team to identify a sample of 30 students (16 girls and 14 boys) in the fifth and sixth grades, ages 10 years to 11 years and 11 months, atthree public primary schools in Amman, Jordan. A multi-dimensional evaluation involving a combination of psychometric (i.e. WISC-III-Jordan, Perceptual SkillsTests, and a diagnostic Arabic Literacy Language Skills) and dynamic mathematics assessment was used. The findings of the WISC-III-Jordan test revealed a significant verbal-performance discrepancy, in addition to the characteristic patterns of strengths and weaknesses in the subtests profile and factors of five cognitive classification systems and models. The findings of the dynamic mathematics assessment showed that 90.4% of the students who scored 120 or above on the WISC-III-Jordan (30 out of 32) showed a high variance of performance (35.4%) between the pre- and posttests.Visual perceptual skills, including visual short-term memory, were found to be significantly stronger than auditory perceptual skills in the MG/LD sample.

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