Need for Instruction: Dynamic Testing in Special Education

Autor/inn/en	Bosma, Tirza; Resing, Wilma C. M.
Titel	Need for Instruction: Dynamic Testing in Special Education
Quelle	In: European Journal of Special Needs Education, 27 (2012) 1, S.1-19 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2011.613599
Schlagwörter	Control Groups; Educational Needs; Mental Retardation; Testing; Special Education Teachers; Thinking Skills; Teaching Methods; Pretests Posttests; Logical Thinking; Experimental Groups; Cues; Prompting; Educational Testing; Intermode Differences; Achievement Gains; Academic Accommodations (Disabilities); Foreign Countries; Interviews; Classroom Observation Techniques; Netherlands + Suchen Sie Ihr Suchwort? Educational need; Bildungsbedarf; Geistige Behinderung; Testdurchführung; Testen; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Stichwort; Benutzerführung; Achievement gain; Leistungssteigerung; Ausland; Interviewing; Interviewtechnik; Niederlande
Abstract	The aim of this study was to examine the contribution of dynamic testing in the measuring of children's need for instruction and to explore responses of special education teachers to dynamic testing results. Thirty-six 10-12-year-old children with a moderate to mild intellectual disability and their teachers participated. Children in the experimental condition were dynamically tested. This test included graduated prompts training and an analogy construction task; children in the control group were administered a static pre-test and post-test only. Outcomes of the assessments were reported to teachers. Teacher-child interactions were observed twice, learning potential ratings were gathered and teachers were interviewed regarding reports. The results showed that dynamically tested children achieved significantly higher post-test scores than untrained children. Dynamically tested children, even with comparably low IQ scores, varied in their need for instruction--measured by the number and type of prompts they required during training as well as during construction problems. Teachers appreciated the reported dynamic testing outcomes, although substantial changes in teaching practice were not observed. Supplementing intelligence testing with a dynamic testing procedure is recommended to obtain a more accurate description of children's educational needs. (Contains 3 tables and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10