Dynamic assessment and a reversal task: A contribution to needs-based assessment-Reference-Cited by-同舟云学术

Dynamic assessment and a reversal task: A contribution to needs-based assessment

Published:2006 Issue:3 Volume:23 Page:81-98
ISSN:0267-1611
Container-title:Educational and Child Psychology
language:en
Short-container-title:bpsecp

Author:

Bosma Tirza,Resing Wilma C.M.

Abstract

The aim of this explorative study is to examine whether a dynamic test and an additional reversal task provide valuable information about children’s general cognitive performances, which could be especially useful for planning educational interventions. The Analogical Reasoning Learning Test (ARLT) was administered to 26 young children, receiving special education services, followed by a newly developed reversal task in which the child was requested to construct analogy problems for the examiner. Results demonstrated additional information about the children’s cognitive performance (compared to the static test) and the ability to construct problems, which indicated a transfer of the trained problem-solving strategies to the construction of problems in the reversal task. Qualitative analyses of the reversal task revealed additional information about individual strategies and verbalisation. This combination of tasks could provide the first steps towards measures that could provide directions for (educational) interventions.

Publisher

British Psychological Society

Reference31 articles.

1. Büchel, F.P. & Hessels-Schlatter, C. (2001). Analogical reasoning learning test (ARLT). Instruction manual. Geneva: Unpublished manuscript.

2. Campione, J.C. & Brown, A.L. (1987). Linking dynamic assessment with school achievement. In C.S. Lidz (Ed.), Dynamic asessment: An interactional aproach to evaluating learning potential (pp. 82–115). New York: Guilford Press.

3. De Bruyn, E.E.J. , Pameijer, N.K. , Ruijssenaars, A.J.J.M. & Van Aarle, E.J.M. (2003). De diagnostische cyclus. Een praktijkleer. [The diagnostic cycle. A practicioner’s guide.] Leuven: ACCO.

4. Elliot, J.G. (2000). Dynamic assessment in educational contexts: Purpose and promise. In C.S. Lidz & J.G. Elliott (Vol. Eds.), Advances in cognition and educational practice: Vol. 6. Dynamic assessment: Prevailing models and applications (pp. 713–740). New York: Elsevier.