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Title

Pretest Versus No Pretest: An Investigation Into the Problem-Solving Processes in a Dynamic Testing Context

Authors
Veerbeek, Jochanan
Vogelaar, Simone
Resing, Wilma C.M.
Published in Journal of Cognitive Education and Psychology. 2017, vol. 16, no. 3, p. 260-280
Abstract Proponents of dynamic testing have advocated its use as a replacement or addition to conventional tests. This research aimed to investigate the effects of using versus not using a pretest on both the outcome on the posttest and the processes used in solving inductive reasoning tasks in dynamic testing using a graduated prompts training. Sixty-seven 7- to 8-year-old children were assigned to either a group that received a pretest or a group that did not receive a pretest, using a randomized blocking procedure. No significant differences were found between both groups of children on posttest accuracy, process measures, number of hints needed during training, amount of time needed for testing, and the prediction of school related measures. This article concluded that the decision of whether or not a pretest is necessary should be based on the research question to be answered because it does not appear to influence posttest results.
Keywords Dynamic testingPretest effectProcess assessmentGraduated promptsinductive reasoning
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Research group MEtacognition, Dynamic Assessment, Socio-adaptative competences and Inclusion (MEDASI)
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VEERBEEK, Jochanan et al. Pretest Versus No Pretest: An Investigation Into the Problem-Solving Processes in a Dynamic Testing Context. In: Journal of Cognitive Education and Psychology, 2017, vol. 16, n° 3, p. 260-280. https://archive-ouverte.unige.ch/unige:97668

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Deposited on : 2017-10-16

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