Dynamic Testing of Instructional Needs: A Training-Only Graduated Prompts Approach.
Dynamic testing, though underutilized, holds potential for assessing learning and instructional needs. However, its limited adoption is often attributed to the perceived time and labor-intensive nature of its administration. This study explores the viability of a training-only dynamic test (ToDT) wi...
| Publicado en: | Journal of Psychoeducational Assessment Vol. 43; no. 1; pp. 74 - 88 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Feb2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=182848894&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 182848894 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 07342829 G5W jtl: Journal of Psychoeducational Assessment issn: 07342829 maglogo: Y pubinfo: dt: Feb2025 vid: 43 iid: 1 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 182848894 180617317 182848894 182848894 10.1177/07342829241287947 182848894 ppf: 74 ppct: 14 formats: tig: atl: Dynamic Testing of Instructional Needs: A Training-Only Graduated Prompts Approach. aug: au: Veerbeek, Jochanan Vogelaar, Bart affil: 100575 Education and Child Studies, Leiden University, Leiden, The Netherlands sug: subj: Intelligence Tests In Infancy and Childhood Teachers Psychosocial Factors Teaching Methods Needs Assessment Students, Elementary Learning Environment Human Child Exploratory Research Descriptive Statistics Mathematics Reading Correlational Studies Psychology, Educational Cognition Evaluation Child: 6-12 years ab: Dynamic testing, though underutilized, holds potential for assessing learning and instructional needs. However, its limited adoption is often attributed to the perceived time and labor-intensive nature of its administration. This study explores the viability of a training-only dynamic test (ToDT) with a standardized procedure to identify instructional needs in school children. The study involved 66 fourth and fifth-grade students (M age = 10.89 years, SD = 0.53) and analyzed the relations between ToDT scores (number and type of hints), teachers' estimations of instructional needs, and standardized math and reading scores. Results revealed moderate to strong correlations between ToDT scores, teachers' estimations, and standardized scores. Additionally, children with different classifications based on ToDT scores differed in their instructional needs and standardized test scores. This study not only underscores the potential of the training-only dynamic test (ToDT) in gauging instructional needs, but also revealed distinct needs and outcomes based on their ToDT scores. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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