Exposure to dynamic assessment and potential giftedness scores each correlate significantly with posttest math scores¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The correlation matrix shows significant correlations between exposure to dynamic assessment and posttest math scores, and between potential giftedness scores and posttest math scores. → Nicoleta Laura Popa 2015
Evidence¶
Nicoleta Laura Popa 2015¶
Nicoleta Laura Popa, Ramona Loredana Păuc. (2015). Dynamic Assessment, Potential Giftedness and Mathematics Achievement in Elementary School. Acta Didactica Napocensia, Volume 8, Number 2. https://portal.issn.org/resource/ISSN-2065-1430
q2 · i? · causal · r1
Correlational analysis reported in the Results section (Table 4, marked **p < .01): the article reports "significant correlations between exposure to dynamic assessment and math test scores, as well as between potential giftedness scores and posttest math scores", without printing effect sizes in the text.
"The correlation matrix for the variables included in the analysis (see Table 4 bellow) indicates significant correlations between exposure to dynamic assessment and math test scores, as well as between potential giftedness scores and posttest math scores"
Discussion¶
Related Claims¶
- Potential giftedness, measured by teacher and parent nomination scores, enhances the effect of dynamic assessment on math achievement — related
- Dynamic assessment procedures produce significant effects on mathematics achievement among elementary school students — a narrower finding that bears on this claim
- The number of prompts children needed during training predicted mathematics and technical reading achievement, while static pre- and post-test scores did not — related
- Teacher ratings of school performance and learning potential did not correlate significantly with the trained group's dynamic post-test score, suggesting dynamic testing provides teachers with new information — related
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