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Identification, Instruction, and Assessment of Gifted Children: A Construct Validation of a Triarchic Model

Yale University

Michel Ferrari

Yale University

Pamela Clinkenbeard

University of New Haven

Elena L. Grigorenko

Yale University

This article presents a unified model — the triarchic theory of human intelligence — for the identification, instruction, and assessment of the achievement of gifted children. The article opens with a discussion of the need for a unified model of identification, instruction, and assessment. The triarchic model is then offered as one potential model. Next the article discusses how the triarchic model could be implemented in a variety of subject matter areas. Finally, it describes a construct-validation of the model in the context of one subject matter area, college-level psychology taught to high-school students. The results show promise for the model's use in gifted education. Students performed better when their triarchic ability pattern was matched, rather than mismatched, to instruction and assessment.

Gifted Child Quarterly, Vol. 40, No. 3, 129-137 (1996)
DOI: 10.1177/001698629604000303


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