A review scrutinising the consequential validity of dynamic assessment

Tiekstra, Marlous; Minnaert, Alexander; Hessels, Marco G.P.

doi:10.1080/01443410.2014.915930

Cited by 20 publications

(19 citation statements)

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“…In dynamic assessment, the responsiveness of individuals to adaptive educational interventions is assessed to determine their capacity to learn, rather than their current achievement status (Calero, Belen, & Robles, 2011; Chaffey, Bailey, & Vine, 2015; Tiekstra, Minnaert, & Hessels, 2016). Under this approach, the degree to which students improve their performance in ability tests or achievement tests upon the receipt of instruction that is targeted to their specific weaknesses is assessed (Calero et al, 2011).…”

Section: Common Types Of Assessmentsmentioning

confidence: 99%

“…For example, Chaffey et al (2015) successfully used the Coolabah Dynamic Assessment to identify gifted students of Indigenous backgrounds. Moreover, dynamic assessment appears to be useful in informing the programming of educational interventions, as it allows for the collection of specific information on topic areas that require follow-up attention (Caffrey, Fuchs, & Fuchs, 2008; Cho, Compton, Fuchs, Fuchs, & Bouton, 2014; Lidz & Elliott, 2006; Tiekstra et al, 2016). Unfortunately, in comparison to the use of dynamic assessment as a method of identification of gifted students, its usefulness for gifted education programing and intervention planning appears to be a topic that is underresearched.…”

Section: Common Types Of Assessmentsmentioning

confidence: 99%

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Assessment in Gifted Education: A Review of the Literature From 2005 to 2016

Cao

Jung

Lee

2017

Journal of Advanced Academics

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Assessment is a crucial component of gifted education. Not only does it facilitate the recognition of the potential and specific needs of gifted students, it also monitors the progress and growth of gifted students, and allows for the evaluation of gifted education programs. In the present review, we synthesize the literature on assessment in gifted education published in the period from 2005 to 2016. We suggest that gifted assessment research has witnessed notable advances, which are apparent in both the extensive range of assessment instruments/methods that now exist and the diverse ways in which assessment data are now used. Future research attention nevertheless appears to be necessary on the optimal approaches to (a) use multiple criteria in gifted identification, (b) address the disproportionate representation of disadvantaged groups in gifted programs, and (c) promote the development of guidelines for gifted program evaluation.

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Section: Common Types Of Assessmentsmentioning

confidence: 99%

Section: Common Types Of Assessmentsmentioning

confidence: 99%

Assessment in Gifted Education: A Review of the Literature From 2005 to 2016

Cao

Jung

Lee

2017

Journal of Advanced Academics

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“…For example, teaching assistants may model and prompt the use of effective strategies ( Radford et al, 2015 ). A key reason it has been advocated is its incorporation of dynamic assessment, which is considered of utmost importance in special education given the wide range of challenges and abilities that one can find among students with special needs ( Tiekstra, Minnaert, & Hessels, 2016 ). While much computer-based scaffolding does not incorporate dynamic assessment, scaffolding embedded in intelligent tutoring systems does.…”

Section: Discussionmentioning

confidence: 99%

A Bayesian Network Meta-Analysis to Synthesize the Influence of Contexts of Scaffolding Use on Cognitive Outcomes in STEM Education

Belland

Walker

Kim

2017

Review of Educational Research

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Computer-based scaffolding provides temporary support that enables students to participate in and become more proficient at complex skills like problem solving, argumentation, and evaluation. While meta-analyses have addressed between-subject differences on cognitive outcomes resulting from scaffolding, none has addressed within-subject gains. This leaves much quantitative scaffolding literature not covered by existing meta-analyses. To address this gap, this study used Bayesian network meta-analysis to synthesize within-subjects (pre–post) differences resulting from scaffolding in 56 studies. We generated the posterior distribution using 20,000 Markov Chain Monte Carlo samples. Scaffolding has a consistently strong effect across student populations, STEM (science, technology, engineering, and mathematics) disciplines, and assessment levels, and a strong effect when used with most problem-centered instructional models (exception: inquiry-based learning and modeling visualization) and educational levels (exception: secondary education). Results also indicate some promising areas for future scaffolding research, including scaffolding among students with learning disabilities, for whom the effect size was particularly large (ḡ = 3.13).

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“…By tapping into underlying potential rather than the current unaided abilities, however, dynamic testing does more than merely examine the present cognitive abilities of children (Elliott et al, 2010;Grigorenko, 2009;Haywood & Lidz, 2007). By focusing on developing abilities and providing instruction or help as part of the testing procedure, these tests, potentially, provide insight into children's cognitive potential, or potential for learning (Hill, 2015;Tiekstra, Minnaert, & Hessels, 2016).…”

Section: Dynamic Testing: Measuring Change In Children's Accuracymentioning

confidence: 99%

Progression and individual differences in children's series completion after dynamic testing

Touw

Vogelaar

Thissen

et al. 2019

Brit J of Edu Psychol

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Background The need to focus more on children's abilities to change requires new assessment technologies in education. Process‐oriented assessment can be useful in this regard. Dynamic testing has the potential to provide in‐depth information about children's learning processes and cognitive abilities. Aim This study implemented a process‐oriented dynamic testing procedure to obtain information regarding children's changes in series‐completion skills in a computerised test setting. We studied whether children who received a graduated prompts training would show more progression in series‐completion than children who received no training, and whether trained children would use more advanced explanations of their solutions than their untrained peers. Sample Participants were 164 second‐grade children with a mean age of 7;11 years. Children were split into an unguided practice or a dynamic testing condition. Methods The study employed a pre‐test‐training‐post‐test design. Half of the children were trained in series‐completion, and the other half did not receive any feedback on their problem solving. Using item response theory analysis, we inspected the progression paths of the children in the two conditions. Results and conclusions Children who received training showed more progression in their series‐completion skills than the children who received no training. In addition, the trained children explained their solutions in a more advanced manner, when compared with the non‐trained control group. This information is valuable for educational practice as it provides a better understanding of how learning occurs and which factors contribute to cognitive changes.

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A review scrutinising the consequential validity of dynamic assessment

Cited by 20 publications

References 56 publications

Assessment in Gifted Education: A Review of the Literature From 2005 to 2016

Assessment in Gifted Education: A Review of the Literature From 2005 to 2016

A Bayesian Network Meta-Analysis to Synthesize the Influence of Contexts of Scaffolding Use on Cognitive Outcomes in STEM Education

Progression and individual differences in children's series completion after dynamic testing

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