This literature review explored whether dynamic assessment procedures in psycho-educational practice might bridge the well-known gap between diagnosis and intervention. Due to a learning phase included in the testing procedure, qualitative information about the child's learning needs can be revealed by means of dynamic assessment. The question is, however, what the consequential validity, i.e. the extent to which assessment influences instructional and learning processes, of dynamic assessment procedures really is. The review of 31 articles that met the inclusion criteria showed that proximal consequential validity of dynamic assessment is warranted, but distal consequential validity is warranted to a lesser extent (e.g. some guidelines for practice). Furthermore, it can be noticed that motivational aspects never played an explicit role during learning phases. In order to design student-tailored interventions following dynamic assessment, there is a need for more explicitness of learning phases and types of feedback in the development of these instruments

Scores on a learning potential test (the Hessels Analogical Reasoning Test) were examined to assess how to provide a better estimate of the learning capacity of students with mild intellectual disabilities compared to IQ scores. As a criterion, a dynamic test of chemistry learning was used. 46 adolescents from a special education institute participated. The results show that learning ability, as estimated with the learning potential test, did not correlate with a traditional measure of IQ (n = 23). Moreover, IQ did not predict who would profit from training in novel, school-related domains. Multiple-regression analysis confirmed the superiority of the learning potential test to predict scores on a chemistry test administered in training-posttest format. This study demonstrated that a learning potential test is able to better predict such specific future learning outcomes and may be of added value in the differentiation of the learning potential of students with mild intellectual disabilities.

Implicit theories of intelligence play a role in teacher’s actions. Adaptive instruction in and out of the classroom is important to optimize learning processes, especially in the case of at-risk students. This study explored to what extent implicit theories of intelligence play a role in the actions of educational professionals around at-risk students. Forty-four teachers and 57 support professionals participated in this research. Data were analyzed separately for teachers and support professionals. Thirty-four percent of the actions of the teacher can be explained by implicit theories. However, in denominational schools this is 61%. Structural equation modeling showed mediation effects of multiple belief factors in the actions of support professionals. Implicit theory of intelligence predicts the belief in IQ testing, which precedes the belief in consequential validity of tests (i.e., link to actions according to test outcomes). These results indicate a strong influence of implicit theories of intelligence in educational practice.

Aim:In this manuscript an overview is provided of the current state of psycho-educational practice in the Netherlands, in particular the role of test outcomes considered. In order to detect clues for bridging the gap between diagnosis and intervention, one should investigate the ecology in which this gap is apparent.Method:Twoin vivostudies have been carried out. In a first study, a questionnaire has been administered to a total of 36 school psychologists, 21 special care coordinators, and 44 teachers.Results:A qualitative analysis of the answers, by means of a classification scheme (κ.82), revealed questions about the specific role of intelligence tests and its consequences to educational practices. Therefore, a case study has been carried out in a second study. The case study provided in-depth information about the targeted care process around a grade 1 student.Conclusion:Results indicated a gap between diagnosis and intervention that followed after the administration of the intelligence test. Suggestions are proposed for improvement, and the need for interventions at the level of educational professionals is highlighted.