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¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2019 · 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.
q3 i? For trained children, teacher ratings correlated significantly with the static pre-test and prompts (r between 0.299 and −0.345) but not with the dynamic post-test (r = 0.142 and r = 0.192). → 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
q3 · i? · causal · r2
Spearman correlations of teacher ratings (overall school performance and learning potential) with test measures for the training group (N = 69) and control group (N = 71). Ratings correlated strongly with Cito scores (up to r = 0.781) but were non-significant with the trained group's dynamic post-test.
"Non-significant correlations were found between teacher ratings and the post-test of the trained group (dynamic measures) (r = 0.142 and r = 0.192)"
Discussion¶
Related Claims¶
- The number of prompts children needed during training predicted mathematics and technical reading achievement, while static pre- and post-test scores did not — related
- Dynamic assessment reflects young children's learning potential more accurately than static tests, especially with minority and learning disabled children — a broader claim this one bears on
- Static individual assessment misses developing functions; ZPD-based assessment reveals potential competencies — related
- Potential giftedness, measured by teacher and parent nomination scores, enhances the effect of dynamic assessment on math achievement — related
- Exposure to dynamic assessment and potential giftedness scores each correlate significantly with posttest math scores — related
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