At the core of Peters’ (2021) argument using classical test theory (X = T + E) is an ever-present question: Is there some number of “real” gifted students who need specialized services? If we could reduce the impact of error (E) or bias, could we reveal those students (T)? His argument seems to be that there is, but systemic inequities block accurate detection. We highlight aptitude theory as an alternative to categorical thinking with a gifted label, which exacerbates the challenges of inequity facing the field. Instead, the field should encourage program to focus on short-term academic need (e.g., Dixson et al., 2020).

中文翻译：

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培养学生的能力作为教育的重要目标

彼得斯 (2021) 使用经典测试理论 ( X = T + E ) 论证的核心是一个始终存在的问题：是否有一些“真正的”天才学生需要专业服务？如果我们可以减少错误 ( E ) 或偏见的影响，我们可以透露那些学生 ( T ) 吗？他的论点似乎是存在的，但系统性的不平等阻碍了准确的检测。我们强调能力理论作为具有天赋标签的分类思维的替代品，这加剧了该领域面临的不平等挑战。相反，该领域应该鼓励项目关注短期学术需求（例如，Dixson 等，2020）。