Dynamic testing and transfer: An examination of children's problem-solving strategies

This study examined the problem-solving behaviour of 104 children (aged 7–8 years) when tackling construction-analogy tasks. Children were allocated to one of two conditions: either a form of unguided practice alone or this in combination with training based on graduated prompt techniques. Children's ability to solve figural open-ended analogy-problems was investigated as well as their ability to construct new analogy problems themselves. We examined children's progression in solving analogy problems and the variability in their strategy-use. Results showed that the group that received training made greater progress in solving analogy problems than children who only received unguided practice opportunities. However, the training appeared to give no additional improvement in performance on the transfer task over that of repeated unguided practice alone. Findings from this study demonstrate that an open construction task can provide additional information about children's cognitive learning potential

Het meten van de cognitieve mogelijkheden en het schoolgedrag van allochtone kinderen

The auhtors discuss the difficulties encoutered when testing children from an ethnic minority background. Several often used instruments are discussed and alternative measures of cognitive abilities and school behaviour are presented

Teachers' preferences for educational planning: Dynamic testing, teaching' experience and teachers' sense of efficacy

This study surveyed a sample of 188 elementary teachers with respect to their preference for information regarding educational planning, in particular information captured with dynamic testing procedures. The influence of teachers' experience and sense of efficacy on teachers' preferences was also investigated. Results indicated teachers' preferences for dynamically gathered information regarding children's learning processes, next to standard information such as a diagnosis. Appreciation for dynamic testing information appeared to be relatively higher for those teachers with longer teaching experience, but not related to teachers' sense of efficacy. Findings are discussed with regard to their implications for both diagnostic and teaching practices

Pretest Versus No Pretest: An Investigation Into the Problem-Solving Processes in a Dynamic Testing Context

Proponents of dynamic testing have advocated its use as a replacement or addition to conventional tests. This research aimed to investigate the effects of using versus not using a pretest on both the outcome on the posttest and the processes used in solving inductive reasoning tasks in dynamic testing using a graduated prompts training. Sixty-seven 7- to 8-year-old children were assigned to either a group that received a pretest or a group that did not receive a pretest, using a randomized blocking procedure. No significant differences were found between both groups of children on posttest accuracy, process measures, number of hints needed during training, amount of time needed for testing, and the prediction of school related measures. This article concluded that the decision of whether or not a pretest is necessary should be based on the research question to be answered because it does not appear to influence posttest results

WISC-V-NL: Intelligentiemeting bij kinderen en adolescenten

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