The present study investigated the usefulness of a pre-programmed, teleoperated, socially assistive peer robot in dynamictesting of complex problem solving utilising the Tower of Hanoi.The robot,... Show moreThe present study investigated the usefulness of a pre-programmed, teleoperated, socially assistive peer robot in dynamictesting of complex problem solving utilising the Tower of Hanoi.The robot, in a ‘Wizard of Oz’ setting, provided instructions andprompts during dynamic testing to children when they had tosolve 3 D Tower of Hanoi puzzles. Participants were 37 secondgrade 8-year-old children, of whom half received graduatedprompts training between pre-test and post-test, delivered by therobot, and half did not. It was found that children’s progressionin task accuracy varied considerably, depending on whether ornot children were trained in solving Tower puzzles. Trained children showed greater progression in the number of Tower problems that they could solve accurately, made considerably fewersteps, although the Tower puzzles increased quickly in difficultylevel. The mean completion time of trained children decreased ata slower rate than that of the untrained children, but both groupsof children took considerably more time to think and plan aheadbefore they started the solving process. Only moderate relationswith planning behaviour were found. In general, the studyrevealed that computerised dynamic testing with a robot asassistant has much potential in unveiling children’s potential forlearning and their ways of tackling complex problems. The advantages and challenges of using a robot in educational assessmentwere discussed. Show less
Resing, W.C.M.; Bakker, M.; Elliott, J.G.; Vogelaar, B. 2019
This study examined whether computerized dynamic testing by utilizing a robot would lead to different patterns in children's (aged 6-9 years) potential for learning and strategy use when solving... Show moreThis study examined whether computerized dynamic testing by utilizing a robot would lead to different patterns in children's (aged 6-9 years) potential for learning and strategy use when solving series-completion tasks. The robot, in a "Wizard of Oz" setting, provided instructions and prompts during dynamic testing. It was found that a dynamic training resulted in greater accuracy and more correctly placed pieces at the post-test than repeated testing only. Moreover, children who were dynamically trained appeared to use more heuristic strategies at the post-test than their peers who were not trained. In general, observations showed that children were excited to work with the robot. All in all, the study revealed that computerized dynamic testing by means of a robot has much potential in tapping into children's potential for learning and strategy use. The implications of using a robot in educational assessment were stressed further in the discussion. Show less
This paper updates a review of dynamic assessment in education by the first author, published in this journal in 2003. It notes that the original review failed to examine the important conceptual... Show moreThis paper updates a review of dynamic assessment in education by the first author, published in this journal in 2003. It notes that the original review failed to examine the important conceptual distinction between dynamic testing (DT) and dynamic assessment (DA). While both approaches seek to link assessment and intervention, the former is of particular interest for academic researchers in psychology, whose focus is upon the study of reasoning and problem-solving. In contrast, those working in the area of dynamic assessment, often having a practitioner orientation, tend to be particularly concerned to explore the ways by which assessment data can inform educational practice. It is argued that while some authors have considered the potential value of DA in assisting classification, or in predicting future performance, the primary contribution of this approach would seem to be in guiding intervention. Underpinning this is the view that DA can shed light on the operation of underlying cognitive processes that are impairing learning. However, recent research has demonstrated that the belief that deficient cognitive/executive functions could be identified and ameliorated, and subsequently result in academic progress, has not been supported. Where gains in such processes/functions have sometimes been found in laboratory training studies, these have tended not to transfer meaningfully to classroom contexts. The review concludes by pointing out that DA continues to be supported primarily on the basis of case studies and notes that the 2003 call for research that systematically examines the relationship between assessment and intervention has yet to be realised. Show less
The current study investigated developmental trajectories of analogical reasoning performance of 104 7- and 8-year-old children. We employed a microgenetic research method and multilevel analysis... Show moreThe current study investigated developmental trajectories of analogical reasoning performance of 104 7- and 8-year-old children. We employed a microgenetic research method and multilevel analysis to examine the influence of several background variables and experimental treatment on the children’s developmental trajectories. Our participants were divided into two treatment groups: repeated practice alone and repeated practice with training. Each child received an initial working memory assessment and was subsequently asked to solve figural analogies on each of several sessions. We examined children’s analogical problem-solving behavior and their subsequent verbal accounts of their employed solving processes. We also investigated the influence of verbal and visual–spatial working memory capacity and initial variability in strategy use on analogical reasoning development. Results indicated that children in both treatment groups improved but that gains were greater for those who had received training. Training also reduced the influence of children’s initial variability in the use of analogical strategies with the degree of improvement in reasoning largely unrelated to working memory capacity. Findings from this study demonstrate the value of a microgenetic research method and the use of multilevel analysis to examine inter- and intra-individual change in problem-solving processes. Show less
