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.
Highlights
Over the last thirty years, increasing attention has been given to the demanding question of “twice-exceptional” – 2E and mainly those who are highly able and show specific learning disabilities – LDs (Al-Hroub, 2014; Montgomery, 2015; Al-Hroub, 2020)
The findings showed that despite the large VIQ-PIQ discrepancy (M = 12.73) for the mathematical giftedness (MG)/ LDs sample, it is not significantly higher than the Average-LD group
These issues are the utility of psychometric testing for the identification of mathematical giftedness and specific learning disabilities (MG/LDs), the utility of dynamic assessment (DA) for identification of MG/LDs, and psychometric versus DA
Summary
Over the last thirty years, increasing attention has been given to the demanding question of “twice-exceptional” – 2E and mainly those who are highly able and show specific learning disabilities – LDs (Al-Hroub, 2014; Montgomery, 2015; Al-Hroub, 2020). According to Al-Hroub (2013), the latter subgroup was to be found the most at-risk because most of them are found to receive inappropriate educational services Despite this body of research, recent studies revealed that teachers in schools are relatively poorly equipped to identify 2Es (Al-Hroub, 2007; Al-Hroub and Krayem, 2018; El Khoury and Al-Hroub, 2018). Sowell et al (1990) argued that mathematically gifted learners are those who are precociously very able in Utility of Psychometric and Dynamic Assessment solving mathematical problems that are typically not accomplished by students of their chronological age. Such gifted students engage in qualitatively different mathematical thinking processes than those of their classmates. Ball (1993) replicated Renzulli’s conception to characterize mathematically gifted learners “as those who have: (1) above-average ability; (2) creativity in math, which is the ability to respond with flexibility and creativity to a mathematical problem; and (3) task commitment in their pursuit of a solution to a mathematical problem” (Al-Hroub, 2011, p. 25)
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