ABSTRACT

Assessing giftedness is one of the inevitable processes in the identification of gifted schoolchildren which involves all the actors included in the direct contact with schoolchildren. Since the assessments are regarded as a subjective opinion of the assessor, our aim is to determine the level of certainty that we can take into account when assessing giftedness identification. In relation to that, the research is based on the validation of compliance in the giftedness assessments of schoolchildren by: teachers, parents, peers and schoolchildren’s self-assessment.The research was conducted on 115 schoolchildren aged 8 and 9 in Bosnia and Herzegovina. The instruments for giftedness assessment were based on the theory of multiple intelligences. The instruments passed several validations, and their metric characteristics were determined. The content validity has been established, and it shows in a high-quality manner that the measuring instrument provides the possibility of appropriate measurement of multiple intelligences, while the reliability of the instrument is confirmed by Cronbach’s alpha coefficient. The positive correlation among the perceptions of teachers, schoolchildren, peers, and the self-assessment is confirmed by Pearson’s correlation analysis. The Kruskal–Wallis test, with the Dunn’s post-hoc test, indicates that there is a high congruence between the assessments of all four groups of assessors. The greatest agreement in assessments was found in musical intelligence, whereas the greatest differences in assessments were detected in the combination of parents with other assessors. The findings in this research will be used for creating a software for giftedness assessment.

摘要

评估天才是识别天才学童的必然过程之一，它涉及与学童直接接触的所有参与者。由于评估被视为评估者的主观意见，我们的目标是确定我们在评估天赋鉴定时可以考虑的确定性水平。与此相关，该研究基于以下方面对学童天赋评估的合规性验证：教师、父母、同伴和学童的自我评估。这项研究是在波斯尼亚和黑塞哥维那的 115 名 8 岁和 9 岁学童中进行的。天赋评估的工具基于多元智能理论。这些仪器通过了多项验证，并确定了它们的度量特性。内容效度已经建立，高质量地表明该测量工具提供了对多元智能进行适当测量的可能性，而该工具的信度由Cronbach's α系数证实。Pearson 的相关分析证实了教师、学童、同伴和自我评估之间的正相关关系。Kruskal-Wallis 检验和 Dunn 的事后检验表明，所有四组评估者的评估之间存在高度一致性。在音乐智力方面发现了评估的最大一致性，而在父母与其他评估者的组合中发现了评估的最大差异。