Potential giftedness, measured by teacher and parent nomination scores, enhances the effect of dynamic assessment on math achievement¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Adding potential giftedness nomination scores to the regression raised explained variance in posttest math scores from 12.4% to 32.3% (ΔR2 = 19.9, ΔF(1, 47) = 13.78, p< .01). → 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

Second step of the hierarchical regression in the quasi-experiment, where potential giftedness scores joined exposure to dynamic assessment as predictors; the article reports "ΔR2 = 19.9, ΔF(1, 47) = 13.78, p< .01" but no standardized effect size for the increment.

"the second model adds significant explanatory power which rises up to 32.3%, ΔR2 = 19.9, ΔF(1, 47) = 13.78, p< .01"

Discussion¶

Related Claims¶

• Exposure to dynamic assessment and potential giftedness scores each correlate significantly with posttest math scores — related
• Dynamic assessment procedures produce significant effects on mathematics achievement among elementary school students — 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