Peer-assessment and Renzulli’s Scales for Identifying Gifted EFL Learners Among Students of Education
DOI:
https://doi.org/10.52575/2712-7451-2024-43-4-463-475Keywords:
giftedness, peer-assessment, teacher-assessment, above average ability, motivation, creativityAbstract
In the past few decades, giftedness has become an increasingly popular subject in the field of educational psychology. Due to its versatile and elusive nature, giftedness remains a theoretical construct that is continuously built upon. The current paper addressed the issue of the underrepresentation of the role of peers in the process of the identification of giftedness, as a source scarcely explored in literature, and often regarded as subordinate to other methods of identifying giftedness. The aim of this research is to examine the correlation between students’ assessments of their peers’ giftedness and their professor’s assessment in this domain. The sample was comprised of 120 first-year university students aged between 19.5 and 20.5 years, all enrolled at the Faculty of Education in Jagodina, Serbia. The study also surveyed the teacher’s perception of students’ giftedness. Data on students’ giftedness in learning English, specifically focusing on learning, creativity, and motivation, were collected using the adapted Renzulli scale for rating the behavioral characteristics of gifted learners. The results revealed no statistically significant correlation between the students' and the teacher's assessments of giftedness in the area of learning and creativity. However, a statistically significant correlation was found in only one category – motivation for learning English as a foreign language. These findings pointed to the particularity of peer-input, as well as teacher-input, which we attributed to the different ways they interpret and understand the concepts related to giftedness, and to their contextually distinctive relationships with students.
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Copyright (c) 2024 Ивана Чиркович-Миладинович, Марина Йованович
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