Aptitude, Talent, Ability PDF
Preview Aptitude, Talent, Ability
David Lohman Belin-Blank Center & Iowa Testing Programs University of Iowa Overview “Gifted” or “talented”: It matters Academic aptitudes Adapting instruction to individual differences Ability profiles: CogAT “ABC” classification system Commonality of large ability differences t the extremes Giftedness perspective Encourages qualitative distinctions between the “gifted” and “not gifted” Assumes that, if well measured, giftedness is fixed One-time identification early in primary school & permanent separation into special classes or schools Use of identification methods (IQ or other composite scores) that exclude children with uneven ability profiles Some parents covet the label and will go to great lengths to obtain it Program administrators scramble to achieve better racial & ethnic balance often using inferior tests and ignoring important measures of readiness for greater challenge Talent identification & development perspective Discourages categorical distinctions since all children have talents that can be developed Encourages direct links between identification practices & development activities Encourages ongoing identification Expects that children will excel in one or two domains rather than in all domains Encourages going beyond national norms for school-based talent identification Facilitates efforts to encourage talent development among poor and ELL children Aptitude: What it is Aptitude is the degree of readiness to learn & perform well in a particular situation. Examples of academic aptitudes To use previously acquired knowledge and skill appropriately To make good inferences and generalizations To manage one’s emotions; to persist Aptitude: What it is NOT Not fixed Not just abilities – also achievements Not just cognitive constructs (affective, conative) Not just positive attributes Not independent of context or circumstance What does the context demand, evoke, afford Aptitude Is a more inclusive concept than“talent”, and a much more inclusive concept than “ability.” Inherently developmental and multidimensional. Emphasizes symbiotic configurations of ability, personality, and motivational traits That resonate with the demands and affordances of the educational or training context. Aptitude Talent Abilities g+ “Gifted” is usually conflated with cognitive ability Developed, Includes actually Achievements Abilities (gifted g+ assumed fixed)
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