Abstract
The study investigated the feasibility of the Dynamic Assessment Procedure (OAP) for identification of the gifted. The OAP, based upon the Soviet psychologist Vygotsky's concept of the zone of proximal development, focused on identifying the highest receptive vocabulary level a child could achieve with adult mediation. The major intent was to determine the influence of mediation for students' performance on the Peabody Picture Vocabulary Test. The 19 gifted and 20 average students enrolled in grades second through ninth who served as subjects were tested with and without mediation. There were significant differences between the static versus dynamic measures, suggesting the OAP paradigm of “test-mediate-test” a more accurate predictor of potential.
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