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Dynamic testing with tangible electronics: measuring children's change in strategy use with a series completion task.

Wilma C M Resing1, Julian G Elliott

  • 1Leiden University, Developmental and Educational Psychology, The Netherlands. resing@fsw.leidenuniv.nl

The British Journal of Educational Psychology
|January 5, 2011
PubMed
Summary

This study shows that dynamic testing with tangible electronics improves children

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Area of Science:

  • Child Psychology
  • Educational Technology
  • Cognitive Assessment

Background:

  • Traditional assessments may not fully capture children's learning potential.
  • Dynamic testing offers a more interactive approach to evaluating cognitive skills.

Purpose of the Study:

  • To investigate a novel approach using dynamic testing and tangible electronics for assessing children's learning potential.
  • To evaluate the effectiveness of graduated prompt techniques in dynamic assessment.

Main Methods:

  • 77 children (mean age 8.9 years) participated.
  • An experimental group received dynamic testing with electronic prompts and tangible materials.
  • A control group received standard pre- and post-tests.

Main Results:

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  • The dynamic testing group significantly outperformed the control group on series completion tasks.
  • Dynamic testing supported the hypothesis of increased analytical behavior and reduced trial-and-error.
  • Individual differences in strategy use and response to assistance were observed.

Conclusions:

  • Electronic dynamic testing with graduated prompts shows promise for assessing children's learning.
  • Further refinements are suggested to optimize the dynamic assessment procedure.