How to identify exceptionally gifted children in an objective and fun way? With the Invenio diagnostic system.
The article describes the Invenio diagnostic system, which was developed by researchers at Masaryk University in Brno. The Invenio system is designed as a screening tool. The results obtained by this method can help children, teachers, school psychologists or parents in individualizing their educational approach and in considering their future professional direction. The main purpose of the system is to identify gifted pupils.
https://doi.org/10.29364/epsy.472
(Fulltext in Czech)
Literature
American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. American Psychological Association.
Benson, N. F., Floyd, R. G., Kranzler, J. H., Eckert, T. L., Fefer, S. A., & Morgan, G. B. (2019). Test use and assessment practices of school psychologists in the United States: Findings from the 2017 National Survey. Journal of School Psychology, 72, 29–48. https://doi.org/….2018.12.004
Carroll, J. B. (1993). Human cognitive abilities: A survey of factor-analytic studies. Cambridge University Press.
ČŠI (2022). Tematická zpráva – Podpora vzdělávání nadaných a mimořádně nadaných žáků v ZŠ a SŠ. Praha. Staženo z https://www.csicr.cz/…nadanych-a-m
Fatehi, B., Holmgård, C., Snodgrass, S., & Harteveld, C. (2019, August). Gamifying psychological assessment: insights from gamifying the thematic apperception test. In Proceedings of the 14th International Conference on the Foundations of Digital Games (pp. 1–12).
Gomez, M. J., Ruipérez-Valiente, J. A., & Clemente, F. J. G. (2022). A systematic literature review of digital game-based assessment empirical studies: Current trends and open challenges. arXiv preprint arXiv:2207.07369.
Hawkins, G. E., Rae, B., Nesbitt, K. V., & Brown, S. D. (2013). Gamelike features might not improve data. Behavior Research Methods, 45(2), 301–318. https://doi.org/…8-012-0264-3
Horn, J. L. (1965). Fluid and crystallized intelligence: A factor analytic and developmental study of the structure among primary mental abilities. Journal of Educational Psychology, 56(5), 281–297. https://doi.org/…037/h0022020
Kaufman, A. S., & Kaufman, N. L. (2004). Kaufman Assessment Battery for Children, Second Edition: Manual. AGS Publishing.
Khaleghi, A., Aghaei, Z., & Mahdavi, M. A. (2021). A gamification framework for cognitive assessment and cognitive training: qualitative study. JMIR Serious Games, 9(2), e21900. https://doi.org/10.2196/21900
Leutner, F., Codreanu, S. C., Brink, S., & Bitsakis, T. (2022). Game based assessments of cognitive ability in recruitment: Validity, fairness and test-taking experience. Frontiers in Psychology, 13. https://doi.org/….2022.942662
Lumsden, J., Edwards, E. A., Lawrence, N. S., Coyle, D., & Munafò, M. R. (2016). Gamification of cognitive assessment and cognitive training: a systematic review of applications and efficacy. JMIR Serious Games, 4(2), e5888. https://doi.org/…6/games.5888
Mavridis, A., & Tsiatsos, T. (2017). Game‐based assessment: Investigating the impact on test anxiety and exam performance. Journal of Computer Assisted Learning, 33(2), 137–150. https://doi.org/…1/jcal.12170
Meijer, R. R., & Nering, M. L. (1999). Computerized adaptive testing: Overview and introduction. Applied Psychological Measurement, 23(3), 187–194. https://doi.org/…219922031310
McGrew, K. S. (2009). CHC theory and the human cognitive abilities project: Standing on the shoulders of the giants of psychometric intelligence research. Intelligence, 37, 1 – 10. https://doi.org/….2008.08.004
McGrew, K. S., LaForte, E. M., & Schrank, F. A. (2014). Woodcock Johnson IV: Technical manual. Riverside Publishing.
Rimm, S. B., Siegle, D., & Davis, G. A. (2018). Education of the gifted and talented (pp. 233–236). Boston, MA: Pearson.
Schneider, W. J., & McGrew, K. S. (2018). The Cattell-Horn-Carroll Theory of Cognitive Abilities. In D. P. Flanagan, & E. M. McDonough (Eds.), Contemporary Intellectual Assessment: Theories, Tests, and Issues (4th edition) (pp. 73–163). New York: The Guilford Press.
Smits, J., & Charlier, N. (2011, October). Game-based assessment and the effect on test anxiety: A case study. In European Conference on Games Based Learning (p. 562). Academic Conferences International Limited.
Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A., & Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27(2–3), 119–145. https://doi.org/…320302700203
Turan, Z., & Meral, E. (2018). Game-Based versus to Non-Game-Based: The Impact of Student Response Systems on Students' Achievements, Engagements and Test Anxieties. Informatics in Education, 17(1), 105–116. https://doi.org/…fedu.2018.07 Wechsler, D. (2014). Wechsler Intelligence Scale for Children (5th ed.). NCS Pearson.
Zhu, S., Guo, Q., & Yang, H. H. (2023). Beyond the Traditional: A Systematic Review of Digital Game-Based Assessment for Students’ Knowledge, Skills, and Affections. Sustainability, 15(5), 4693. https://doi.org/…0/su15054693