Toward a differential testing approach: Testing-the-limits employing the Raven matrices

Construct and incremental validity of dynamic assessment of decoding within and across domains

“…In fact, several different approaches to DA exist including learning potential assessment (e.g., Budoff, 1967), testing-the-limits (Carlson & Wiedl, 1979), mediated assessment (e.g., Feuerstein, 1979), and assisted learning and transfer (e.g., Bransford, Delclos, Vye, Burns, & Hasselbring, 1987;Campione, Brown, Ferrara, Jones, & Steinberg, 1985). These approaches differ in terms of the nature of the interaction (e.g., standardized vs. individualized), the format (e.g., test-teachretest vs. graduated prompts), and how learning potential is indexed (e.g., amount of change from pretest to posttest vs. the number of prompts needed to master the skill).…”

Self-confidence and performance goal orientation interactively predict performance in a reasoning test with accuracy feedback

“…When constraining the focus on accuracy feedback the result pattern homogenises to small and zero performance effects (Carlson & Wiedl, 1979;Dash & Rath, 1984;Dillon, 1981;Kluger & DeNisi, 1996). This indicates that the level of elaborateness of feedback acts as a situation-related moderator variable.…”

Classification and Dynamic Assessment of Children with Learning Disabilities

“…That is, dynamic testing procedures were expected to produce changes in ability group classification because it is assumed that many psychological entities are not static (e.g., Carlson & Wiedl, 1979;Haywood et al, 1990). The results clearly support the notion that changes in processing ability occurred across some ability groups.…”

“…In fact, some authors argue that construct validity increases (e.g., Carlson & Wiedl, 1979;Swanson, 1992; also see Embretson, 1987, for a review).…”

“…(p. 255) Traditional approaches of DA include assessment of learning potential (e.g., Budoff, 1987), testing-the-limits (Carlson & Wiedl, 1979), mediated assessment (e.g., Feuerstein, 1980), and assisted learning and transfer (e.g., Bransford, Delclos, Vye, Burns, & Hasselbring, 1987;Campione, Brown, Ferrara, Jones, & Steinberg, 1985). Although DA is a term used to characterize a number of distinct approaches (see Brown, Campione, Webber, & McGilly, 1992;Carlson & Wiedl, 1979;Haywood et al, 1990;Palincsar, Brown, & Campione, 1991;Speece, Cooper, & Kigler, 1990; for a review), two critical features are to determine the learner's potential for change when given assistance (e.g., see Campione & Brown, 1987) and to provide a prospective measure of performance change independent of assistance (Embretson, 1987).…”