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1303 Specialist Studies in Education

Abstract:

© 2017 The British Psychological Society. Background: Static test results reflect what children have learned up to the moment of testing. Dynamic tests, on the other hand, aim to examine children's potential for learning. The information obtained during dynamic testing has the potential to be helpful for teachers. However, studies examining the opinion of teachers regarding the usefulness of dynamic testing outcomes are scarce. Aim: The main aim of the present study was to investigate the advantages of dynamic testing for education. We aimed to provide insight into the potential for learning of first grade children in weak and strong functioning groups, as indicated by the teacher. The present study also sought to provide teachers with dynamic test results to enable individualised educational practices for the participating children. Rationale/approach: Thirty children, either weakly or strongly performing in the classroom were tested dynamically by means of a pre-test, two training sessions, and a post-test. This procedure enabled a detailed examination of children's learning processes while solving figural analogies. The practical value of dynamic testing was examined by asking teachers and educational consultants to what extent the dynamic test outcomes could contribute to instruction plans. Findings/conclusion: The children in the weak functioning group scored, on average, lower on the figural analogies test than children in the strong functioning group. Both groups, however, benefited similarly from the training. Individual differences in reasoning progress and the type and number of prompts needed during training were also found in both groups. Children's scholastic achievement scores and teacher ratings of school performance were both related to an equal extent to the dynamic and static test measures of the dynamic test. Lastly, the evaluations of the teachers supported the view that dynamic test results can have practical value for education.