Роль стандартизованих тестів інтелекту в діагностиці обдарованості
Електронна бібліотека НАПН України
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| Relation |
https://lib.iitta.gov.ua/id/eprint/744369/
http://otr.iod.gov.ua/images/pdf/2024/4/2.pdf 10.32405/2309-3935-2024-4(95)-10-17 |
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| Title |
Роль стандартизованих тестів інтелекту в діагностиці обдарованості
The Role of Standardized Intelligence Tests in the Diagnostics of Gifttdness |
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| Creator |
Волощук, Іван Степанович
Шуленок, Олександр Сергійович |
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| Subject |
376.5 Виховання та освіта обдарованих дітей, вундеркіндів.
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| Description |
Історично склалося так, що обдарованих індивідів виявляли і досі виявляють за результатами обстеження їхнього інтелекту. Звісно, ідеться про загальну обдарованість, яку часто синонімічно називають інтелектуальною. За таких обставин проблеми обстеження інтелекту автоматично трансформуються в проблеми діагностики обдарованості. У статті показано, що жоден тест інтелекту не дає стовідсотково об’єктивних результатів щодо його рівня, а отже, не слугує валідним інструментом для діагностики обдарованості. Окрім того, обдарованість – це не лише певний рівень інтелекту, а й низка інших важливих психічних параметрів особистості. Якщо вести мову про спеціальну обдарованість, то тут ще більше незвіданого, ніж звіданого.
Intelligence tests are periodically criticized. Some critics worry that the developers of widely used IQ tests are not guided by a plausible theory of how the brain actually works and do not accurately measure constructs that represent intelligence. In addition, it notes that minority and economically disadvantaged students tend to score lower on traditional intelligence tests than other students and thus are often underrepresented in gifted and talented programs, which are selected based on of the scored point in the testing process. Opponents of identifying giftedness based solely on IQ point out that these tests can only assess a narrow range of abilities, neglecting a child's strengths in other areas, such as spatial thinking or non-academic abilities, which are, of course, constructs of intelligence. Taking into account only one indicator certainly simplifies the process of diagnosis and selection. However, today, as in the past, most responsible decisions are not made using only one assessment by using only one tool. More than ever, the current philosophy of testing emphasizes the importance of using a variety of gifted diagnostic approaches that can reveal abilities that intelligence tests alone do not. Such a "multidimensional" process is also determined by many vectors, according to which a child can be considered exceptional, i.e., specially gifted. In general, gifted children are thought to demonstrate potential at an unusually high level compared to other children their age. These children show high abilities in intellectual activity and various creative fields, have unusual leadership qualities, or achieve success in certain scientific fields. The above explains the need to use a variety of methods to assess the areas in which a child may demonstrate increased abilities. As a result, a typical system for identifying gifted children should most likely include, in addition to testing, reports from parents and teachers about the child's behavior, a review of his creative works, and direct observation of the child by a professional. At the same time, Wechsler and Stanford-Binet intelligence scales have been thoroughly researched and analyzed. Although their theoretical underpinnings are not entirely consistent with some views of intelligence, they are fairly good predictors of school achievement. These tests are reliable – they give similar results when tested, say, a few months apart. As a result, these intelligence tests can and do provide valuable information about a child's abilities, and despite some criticism, they are widely used to make decisions in the giftedness diagnosis process. However, as the article notes, IQ tests should always be considered in the context of a more thorough screening process. Overall, the article emphasizes that despite some criticisms and limitations of intelligence tests, they can play an important role in identifying gifted individuals. But no assessment tool should ever be relied upon to make such decisions. |
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| Publisher |
Інститут обдарованої дитини НАПН України
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| Date |
2024
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| Type |
Article
PeerReviewed |
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| Format |
text
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| Language |
uk
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| Identifier |
https://lib.iitta.gov.ua/id/eprint/744369/1/2.pdf
- Волощук, Іван Степанович (orcid.org/0000-0001-9300-0584 <http://orcid.org/0000-0001-9300-0584>) and Шуленок, Олександр Сергійович (orcid.org/0000-0001-5268-2726 <http://orcid.org/0000-0001-5268-2726>) (2024) The Role of Standardized Intelligence Tests in the Diagnostics of Gifttdness Education and Development of Gifted Personality, 4 (95). pp. 10-17. ISSN 2309-3935 10.32405/2309-3935-2024-4(95)-10-17 |
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