Puzzling with potential : dynamic testing of analogical reasoning in children

Stevenson, C.E. (2012)

Doctoral Thesis

Assessment procedures are frequent in children's school careers; however, measuring potential for learning has remained a puzzle. Dynamic testing is a method to assess cognitive potential that includes training in the assessment process. The goal of this thesis project was to develop a new dynamic test of analogical reasoning for school children. The main aims were to (1) investigate factors that influence children’s differences in performance and change during dynamic testing and (2) examine the predictive value of dynamic measures on children’s school performance. Children showed great variation in cognitive potential. Higher ability children generally required less training and showed greater transfer to other problem sets. Yet, lower ability children tended to improve more during dynamic testing. Performance change during testing appears to be a unique predictor of math and reading achievement, but was unrelated to working memory or cultural background, providing evidence that this may be a separate construct important in the assessment of cognitive potential – especially in culturally diverse schools. This performance change measure, often criticized within classical test theory, has demonstrated its worth when estimated using item response theory models and will hopefully find its place again among the valuable measurement outcomes of children’s potential for learning.

• Transfer
• Working memory
• Analogical reasoning
• Cognitive development
• Explanatory IRT
• Item response theory
• Educational assessment
• Learning potential
• Cognitive potential
• Dynamic testing

• All authors: Stevenson, C.E.
• Supervisor: Resing, W.C.M.; Heiser, W.J.
• Qualification: Doctor (dr.)
• Awarding Institution: Institute of Psychology, Faculty of Social and Behavioural Sciences, Leiden University
• Date: 2012-09-13
• ISBN (print): 9789461913951
• Court: LEI Universiteit Leiden