Assessment of Talent Development Trajectories

Paula Olszewski-Kubilius, Frank C. Worrell, Rena F. Subotnik

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Taking talent from the potential for high achievement to developed competencies, expertise, and adult creative productivity requires special inputs and supports. These include both within and outside of school programs and lessons, teachers with domain expertise, and mentoring and guidance all along the talent development trajectory. Initially, talent development is directed by parents and teachers, but over time, individuals increasingly become the agents of their own development, selecting activities that match their abilities and interests, developing needed psychosocial skills, and shoring up weaknesses. Effective assessment helps us know if individuals are making sufficient progress at each stage of talent development, enabling them to transition to higher stages. In this chapter, we will present criteria and tools by which teachers can assess if their students are acquiring the domain-specific knowledge and psychosocial skills needed to stay on talent development trajectories.

Original languageEnglish (US)
Title of host publicationHandbook on Assessments for Gifted Learners
Subtitle of host publicationIdentification, Learning Progress, and Evaluation
PublisherTaylor and Francis
Pages240-254
Number of pages15
ISBN (Electronic)9781000601220
ISBN (Print)9781032259871
DOIs
StatePublished - Jan 1 2022

ASJC Scopus subject areas

  • General Social Sciences

Fingerprint

Dive into the research topics of 'Assessment of Talent Development Trajectories'. Together they form a unique fingerprint.

Cite this