Progression and individual differences in children's series completion after dynamic testing

• Published in: British journal of educational psychology Vol. 90; no. 1; pp. 184 - 205
• Main Authors: Touw, Kirsten W. J., Vogelaar, Bart, Thissen, Floor, Rovers, Sanne, Resing, Wilma C. M.
• Format: Journal Article
• Language: English
• Published: England Wiley-Blackwell 01.03.2020; British Psychological Society; John Wiley and Sons Inc
• Subjects: Alternative Assessment; Change agents; Children; Children & youth; Cognitive Ability; Cognitive change; Completion; Computer Assisted Testing; computerised dynamic testing; Control Groups; Educational Practices; Educational psychology; Elementary School Students; Grade 2; graduated prompts; Individual Differences; inductive reasoning; interindividual differences; Item response theory; Learning Processes; Original; Problem Solving; series‐completion; verbal explanation; graduated prompts; series-completion; interindividual differences; verbal explanation; computerised dynamic testing; inductive reasoning

Background 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 cogniti...