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Using Coolabah Dynamic Assessment to Identify Canadian Aboriginal Children with High Academic Potential: A Cross-Cultural Comparison

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  • Graham Chaffey
  • Ken McCluskey
  • Gayle Halliwell

Abstract

In this pilot study, 19 Canadian Aboriginal students in grades 3 or 4 were taken through the Coolabah Dynamic Assessment process, a form of dynamic (test-intervention-retest) assessment. While many of the children made little or no gain from pretest to posttest, several others improved markedly as a result of the intervention. Indeed, some showed substantial growth, reaching levels that placed them in the “invisible underachiever” category. Since both might be considered to be members of a marginalized, “involuntary minority” population, the performance of the Canadian children was also compared with that of an Australian Indigenous group examined in an earlier investigation.

Suggested Citation

  • Graham Chaffey & Ken McCluskey & Gayle Halliwell, 2005. "Using Coolabah Dynamic Assessment to Identify Canadian Aboriginal Children with High Academic Potential: A Cross-Cultural Comparison," Gifted and Talented International, Taylor & Francis Journals, vol. 20(2), pages 50-59, December.
    • Handle: RePEc:taf:ugtixx:v:20:y:2005:i:2:p:50-59
    DOI: 10.1080/15332276.2005.11673453
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