The computerized series completion test's empirical item difficulty matched its theoretical difficulty model, though internal consistency was modest¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i3 large
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Test–retest correlation of pre- and post-test scores was considerably higher for control children (r = 0.742) than for trained children (r = 0.348). → Kirsten W. J. Touw 2019

Evidence¶

Kirsten W. J. Touw 2019¶

Kirsten W. J. Touw, Bart Vogelaar, Merel Bakker, Wilma C. M. Resing. (2019). Using electronic technology in the dynamic testing of young primary school children: predicting school achievement. Education Tech Research Dev. https://doi.org/10.1007/s11423-019-09655-6

q2 · i3 · causal · r2

Test–retest reliability analysis in the same sample comparing control and training groups; the control group's pre–post correlation of r = 0.742 versus the training group's r = 0.348 reflects the training-induced change in scores.

"test–retest reliability analysis revealed that the correlation of the pre-test and post-test scores for the children in the control group was considerably higher (r = 0.742, p < 0.001) than for the children in the training group (r = 0.348, p = 0.002)"

Discussion¶

Related Claims¶

• Training with tablet-delivered graduated prompts increased grade-2 children's series completion accuracy more than control practice — related
• Test-retest correlations of memory span are low, questioning the validity of a single memory span test — related