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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 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. Lay Description: What is already known about this topic: ○Computerized dynamic testing provides information on children's potential for learning.○Computerized testing can be of help in the fine‐tuning of assessment outcomes.What this paper adds: ○Dynamic testing with a peer/table robot provides information on children's potential for learning.○Dynamic testing and training by a peer robot results in greater accuracy in solving an inductive reasoning task than repeated testing only.○Dynamically trained children show a more advanced use of analytic task solving than their peers who were not trained by a peer robot.○Dynamic testing with a peer/table robot provides detailed, step‐by‐step information regarding children's need for instruction during assessment.○Children were very eager to work with the peer/table robot. Implications for practice and/or policy: ○Detailed assessment information derived from dynamic testing may be more suitable to inform education.○Computerized testing with a peer/table provides a motivating testing environment for children who can work independently, in their own tempo, on a task.○In future, a peer/table robot may be of help in teaching/assessment situations in education. [ABSTRACT FROM AUTHOR]

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]

Working memory and inductive reasoning ability each appear related to children's achievement in math and reading. Dynamic measures of reasoning, based on an assessment procedure including feedback, may provide additional predictive value. The aim of this study was to investigate whether working memory and dynamic measures of analogical reasoning are unique predictors of children's concurrent and subsequent reading and math achievement. School children (N = 188, M = 7.1 years, SD = 11 months) were administered a dynamic test of analogical reasoning comprising a pretest-training-posttest design. Pretest performance measures static reasoning ability, whereas posttest performance and feedback-needs during training are considered dynamic measures. Verbal and visuo-spatial working memories were assessed prior to dynamic testing. Performance on national reading and math achievement tests were gathered at two time points within one school year. A multilevel mixed-effects model indicated that verbal (but not visuo-spatial) working memory and dynamic reasoning measures formed unique predictors of concurrent and subsequent achievement in math and reading. Verbal working memory efficiency and performance on a dynamic test of analogical reasoning were both positively related to math and reading achievement in children in kindergarten, first grade and second grade. Dynamic assessment, in addition to working memory assessment, may be useful for educational psychologists when attempting to gauge children's future school performance. Copyright © 2013 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]