Differences in Need for Instruction: Dynamic Testing in Children with Arithmetic Difficulties

Abstract

In this paper we investigated the contribution of a dynamic testing procedure, including multiple graduated prompts protocols, in identifying differences in need for instruction of second grade children (N = 120) with arithmetic difficulties. The training was adaptive and prompts were provided according to one of six protocols, each focusing on a different problem solving step. Results showed that based on the number of prompts required from each protocol different patterns of problem solving could be identified, and further four profiles of instructional needs could be distinguished. The results provide starting points for individualized instruction and support the use of dynamic testing procedures in educational settings.

Unraveling individual differences in learning potential: A dynamic framework for the case of reading development

“…For instance, in multilingual children or patients with aphasia, DA of vocabulary (re)learning can not only help to characterize individual differences in learning potential and progress but also provide valuable insights for clinicians to tailor support ( MacLeod and Glaspey, 2022 ; aphasia Peñaloza et al, 2022 ; multilingualism Orellana et al, 2019 ). Likewise also the distal forecast of algebraic or general cognitive abilities benefits from dynamic assessments and in addition will help teachers or therapists to design support for children with specific needs such as those with learning disabilities ( Bosma et al, 2017 , Fuchs et al, 2011 , Fuchs et al, 2008 ).…”

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

“…Computerized dynamic testing is a promising starting point for designing an efficient, integrated, and student‐centred learning environment. Whether teachers can easily implement these assessment outcomes in their teaching and educational plans will have to be a focus of study in the future (e.g., Bosma, Stevenson, & Resing, ). Moreover, the benefits of dynamic testing lie in the fact that this method aims to focus on individual needs and can be seen as a potentially useful addition to conventional static tests used to predict school achievement (Caffrey et al ., ; Fabio, ).…”

Dynamic Assessment in Inclusive Elementary Education: A Systematic Literature Review of the Usability, Methods, and Challenges in the Past Decade

“…Nevertheless, this specific technique was found to be difficult for the evaluators to master, conduct, and score, especially in group interventions. To respond to each individual answer, the evaluator had to select the appropriate protocol, and, in some cases, the selected prompts were not useful for all students (e.g., Bosma et al, 2017).…”

“…This process is not about identifying a list of pre-defined behaviors but about learning to know the student and using the mediation process to measure the learning potential (Feuerstein et al, 2003). The challenges discussed in the studies (Aljunied & Frederickson, 2011;Bosma et al, 2017;Elleman et al, 2011;Petersen & Gillam, 2015) often refer to this knowing, which is interpreted as understanding that the mediation is correct and effective.…”