Developmental and Educational Psychology, Leiden University, The Netherlands.
Br J Educ Psychol. 2020 Mar;90(1):184-205. doi: 10.1111/bjep.12272. Epub 2019 Mar 13.
The need to focus more on children's abilities to change requires new assessment technologies in education. Process-oriented assessment can be useful in this regard. Dynamic testing has the potential to provide in-depth information about children's learning processes and cognitive abilities.
This study implemented a process-oriented dynamic testing procedure to obtain information regarding children's changes in series-completion skills in a computerised test setting. We studied whether children who received a graduated prompts training would show more progression in series-completion than children who received no training, and whether trained children would use more advanced explanations of their solutions than their untrained peers.
Participants were 164 second-grade children with a mean age of 7;11 years. Children were split into an unguided practice or a dynamic testing condition.
The study employed a pre-test-training-post-test design. Half of the children were trained in series-completion, and the other half did not receive any feedback on their problem solving. Using item response theory analysis, we inspected the progression paths of the children in the two conditions.
Children who received training showed more progression in their series-completion skills than the children who received no training. In addition, the trained children explained their solutions in a more advanced manner, when compared with the non-trained control group. This information is valuable for educational practice as it provides a better understanding of how learning occurs and which factors contribute to cognitive changes.
需要更加关注儿童改变的能力，这要求教育领域采用新的评估技术。过程导向评估在这方面可能很有用。动态测试有可能提供关于儿童学习过程和认知能力的深入信息。
本研究实施了一种过程导向的动态测试程序，以获取有关儿童在计算机化测试环境中系列完成技能变化的信息。我们研究了接受渐进式提示训练的儿童是否会比未接受训练的儿童在系列完成方面表现出更多的进步，以及受过训练的儿童是否会比未受过训练的儿童使用更高级的解决方案解释。
参与者是 164 名具有平均年龄为 7.11 岁的二年级儿童。儿童被分为无指导练习或动态测试条件。
该研究采用了前测-训练-后测设计。一半的儿童接受了系列完成训练，另一半儿童在解决问题时没有得到任何反馈。使用项目反应理论分析，我们检查了两个条件下儿童的进展路径。
接受训练的儿童在系列完成技能方面表现出更多的进步，而未接受训练的儿童则没有。此外，与未受过训练的对照组相比，受过训练的儿童以更高级的方式解释他们的解决方案。这些信息对于教育实践很有价值，因为它提供了对学习过程以及哪些因素导致认知变化的更好理解。
