Training effects in dynamic assessment: A pilot study of eye movement as indicator of problem solving behaviour before and after training

Article Article scientifique Article Training effects in dynamic assessment: A pilot study of eye movement as indicator of problem solving behaviour before and after training eng 2011 author Hessels Marco G.P. 0000-0002-4018-1374 133842 author Vanderlinden Katia Florence 564914 author Rojas Pino Hildalill 101-113 10.53841/bpsecp.2011.28.2.101 0267-1611 Contrary to traditional intelligence tests, dynamic measures of learning capacity have shown to provide reliable measures of children's general intellectual abilities and prove to be good predictors of future learning. In the present study we used a computerised version of the Hessels Analogical Reasoning Test (HART) to evaluate the changes in problem solving behaviour of children with and without learning difficulties as a result of training. Such training proves to be necessary as many children do not understand what is expected from them in such tasks and, as a consequence, do not use analogical reasoning to solve them. This affects the construct validity of the measure. The training focuses on the rules and procedures one needs to apply to be able to solve analogical problems, for example, systematic inspection of the matrix and the response alternatives, comparison of the different elements in the matrix and the inference and application of the relations found. In learning tests, it is generally assumed that children learn to engage in the processes needed for analogical problem solving during the training, and that the intra-individual variability in effective use of these processes at post-test is indicative of children's learning capacity. In this study we show that the training indeed provokes children to engage in the appropriate problem solving processes by analysing their visual behaviour. The data show that the children show more structured inspection patterns, more ‘intelligent' comparisons and spend more time on encoding the information in the matrix, which confirms the HART's construct validity after training. Dynamic assessment Learning potential Eye movement Construct validity Learning difficulties Dewey 370 109 Section des sciences de l'éducation 72 false 629 MEtacognition, Dynamic Assessment, Socio-adaptative competences and Inclusion (MEDASI) Educational and child psychology 28 2 693dcb09-6733-499e-88e8-a9ad16454505 Article (Published version) Restricted HesselsVanderlindenRojas.pdf 123854 application/pdf restrictedAccess Faculté de psychologie et des sciences de l'éducation / Section des sciences de l'éducation

Title	Published in	Access level	OA Policy	Year	Views	Downloads

Training effects in dynamic assessment: A pilot study of eye movement as indicator of problem solving behaviour before and after training	Educational and child psychology			2011	783	49

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Vanderlinden, Katia Florence