Computerised dynamic testing: An assessment approach that tailors to children’s instructional needs

Abstract

The main objective of this dissertation was to provide insight into the dynamic testing principles. Our studies focused on the additional effects of dynamic testing beyond those of (repeated) static testing on an inductive reasoning task assessed on a tablet, for both normally developing children and children with a developmental language disorder. The focus of this dissertation includes the possible factors involved in the progression of the children’s series completion abilities, the relationship between dynamic test results and school achievement, children’s need for instruction and the practical value of the dynamic test results for teachers.