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Identifying High Academic Potential in Canadian Aboriginal Primary School Children

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  • Graham W. Chaffey
  • Gayle Halliwell
  • Ken W. McCluskey

Abstract

Of the 19 Canadian Aboriginal grade 3 and 4 children taken through the Coolabah Dynamic Assessment (test–intervention–retest) process in this pilot study, eight made pronounced gains from pre-test to posttest. Among this group of “invisible underachievers,” three showed exceptional potential by achieving post-test raw scores that suggest high academic potential. In the context of this study, the term “invisible underachiever” refers to individuals who underperform both in the classroom and on commonly used evidence of potential for higher achievement. Profiles of these three youngsters illustraXte the value of dynamic assessment in identifying talent in underachieving students, including those from disadvantaged and minority group backgrounds.

Suggested Citation

  • Graham W. Chaffey & Gayle Halliwell & Ken W. McCluskey, 2006. "Identifying High Academic Potential in Canadian Aboriginal Primary School Children," Gifted and Talented International, Taylor & Francis Journals, vol. 21(2), pages 61-70, December.
    • Handle: RePEc:taf:ugtixx:v:21:y:2006:i:2:p:61-70
    DOI: 10.1080/15332276.2006.11673476
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