Title: Shoda pedagogické nominace a skupinového testu inteligence při skríningu intelektového nadání : sonda do problematiky
Variant title:
- Agreement between teacher nomination and group-administered intelligence testing in the process of intellectual giftedness screening : a pilot study
Source document: Studia paedagogica. 2020, vol. 25, iss. 3, pp. [131]-151
Extent
[131]-151
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2020-3-5
Stable URL (handle): https://hdl.handle.net/11222.digilib/142861
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
Cílem studie je provést sondu do procesu skríningu intelektového nadání žáků v běžné základní škole. Předmětem této sondy je srovnat dva typy postupů pro identifikaci potenciálně intelektově nadaných žáků – nominace pedagogů (včetně seřazení žáků dle míry domnělého nadání) a výsledků skupinově administrovaného testu fluidní inteligence (CFT 20-R). Současně byla zhodnocena délka praxe pedagogů jakožto faktoru, který může ovlivňovat souvislost nominace učitele a výsledků inteligenčního testu. Výzkumu se zúčastnilo 6 třídních učitelů vybrané základní školy, kteří posuzovali celkem 106 žáků ze čtvrtých a pátých tříd. Míra shody mezi oběma postupy je spíše nízká a není ovlivněna délkou praxe zapojených pedagogů. Byl však nalezen slabý vztah mezi pořadím vybraných žáků stanoveným pedagogem v rámci nominace a fluidní inteligencí měřenou testem. Tato z jištění a jejich možné příčiny jsou diskutovány společně s doporučeními pro další směřování v rámci identifikace nadaných dětí a s ním souvisejícím vzděláváním pedagogů.
The aim of this pilot study was to describe the process of screening children for intellectual giftedness in a Czech school. The main topic of this study was to compare two procedures for identifying gifted pupils: teacher nomination (including the ranking of children by their assumed level of giftedness) and the results of a groupadministered fluid intelligence test (CFT 20-R). In addition, the length of the teachers' experience was considered as a factor that might influence the relationship between teacher nominations and CFT 20-R results. The sample consisted of 6 form teachers from a selected primary school who evaluated 106 pupils from the 4th and 5th grades. The level of agreement between the two procedures was quite low and was not influenced by the length of experience in our sample of teachers. However, our study found a weak relationship between the teachers' ranking of nominated pupils and the pupils' fluid intelligence as measured by the test. The discussion section of this paper examines these findings and gives possible recommendations for future directions regarding the identification of giftedness and related training of teachers.
Note
Studie byla podpořena v rámci Specifického výzkumu MUNI/A/1137/2019 Fakulty sociálních studií Masarykovy univerzity.
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[25] Impara, J. C., & Plake, B. S. (1998). Teachers' ability to estimate item difficulty: A test of assumptions in the Angoff standard setting method. Journal of Educational Measurement, 35(1), 69–81. https://doi.org/10.1111/j.1745-3984.1998.tb00528.x | DOI 10.1111/j.1745-3984.1998.tb00528.x
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