1. Process assessment in dynamic testing using electronic tangibles.
- Author
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Veerbeek, Jochanan, Vogelaar, Bart, Verhaegh, Janneke, and Resing, Wilma C.M.
- Subjects
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ACADEMIC achievement , *ANALYSIS of variance , *CHI-squared test , *CHILD behavior , *STATISTICAL correlation , *ELEMENTARY schools , *INTELLIGENCE tests , *LEARNING strategies , *MATHEMATICS , *MULTIVARIATE analysis , *PROBLEM solving , *PROBLEM solving in children , *QUALITY assurance , *READING , *REGRESSION analysis , *STATISTICAL sampling , *STATISTICS , *TIME , *USER interfaces , *GROUP process , *MULTIPLE regression analysis , *PRE-tests & post-tests , *REPEATED measures design , *DATA analysis software - Abstract
Task solving processes and changes in these processes have long been expected to provide valuable information about children's performance in school. This article used electronic tangibles (concrete materials that can be physically manipulated) and a dynamic testing format (pretest, training, and posttest) to investigate children's task solving processes and changes in these processes as a result of training. We also evaluated the value of process information for the prediction of school results. Participants were N = 253 children with a mean age of 7.8 years. Half of them received a graduated prompts training; the other half received repeated practice only. Three process measures were used: grouping behaviour, verbalized strategies, and completion time. Different measures showed different effects of training, with verbalized strategies showing the largest difference on the posttest between trained and untrained children. Although process measures were related to performance on our dynamic task and to math and reading performance in school, the amount of help provided during training provided the most predictive value to school results. We concluded that children's task solving processes provide valuable information, but the interpretation requires more research. Lay Description: What is already known about this topic: Dynamic testing provides information on a child's ability to learn.Solving process information provides indications for intervention.Computerized testing can be of great help in recording process information. What this paper adds: Process‐oriented dynamic testing provides explanatory information beyond traditional tests.The use of a tangible user interface (TUI) console uncovers valuable information on solving processes.Process measures are related to series completion performance, math, and reading.Need for instruction is the best predictor of math and reading ability.Implications for practice and/or policy: A framework for interpreting process information is necessary in dynamic testing.Process‐oriented dynamic testing may be more suitable to inform education.TUIs provide a more natural testing environment. [ABSTRACT FROM AUTHOR]
- Published
- 2019
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