Puzzling with potential : dynamic testing of analogical reasoning in children

Leiden Repository

Puzzling with potential : dynamic testing of analogical reasoning in children

Title: Puzzling with potential : dynamic testing of analogical reasoning in children
Author: Stevenson, Claire Elisabeth
Publisher: Division of Developmental and Educational Psychology, Department of Psychology, Faculty of Social and Behavioural Sciences, Leiden University
Issue Date: 2012-09-13
Keywords: Dynamic testing
Cognitive potential
Learning potential
Educational assessment
Item response theory
Explanatory IRT
Cognitive development
Analogical reasoning
Working memory
Abstract: 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.
Description: Promotores: W.C.M. Resing, W.J. Heiser
With Summary in Dutch
Faculty: Faculteit der Sociale Wetenschappen
Citation: Stevenson, C.E., 2012, Doctoral Thesis, Leiden University
ISBN: 9789461913951
Handle: http://hdl.handle.net/1887/19813

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