Differences in need for instruction: Dynamic testing in children with arithmetic difficulties

T. Bosma, C.E. Stevenson, W.C.M. Resing

Research output: Contribution to JournalArticleAcademicpeer-review

Abstract

In this paper we investigated the contribution of a dynamic testing procedure, including multiple graduated prompts
protocols, in identifying differences in need for instruction of second grade children (N = 120) with arithmetic
difficulties. The training was adaptive and prompts were provided according to one of six protocols, each focusing on a
different problem solving step. Results showed that based on the number of prompts required from each protocol
different patterns of problem solving could be identified, and further four profiles of instructional needs could be
distinguished. The results provide starting points for individualized instruction and support the use of dynamic testing
procedures in educational settings.
Original languageEnglish
JournalJournal of Education and Training Studies
DOIs
Publication statusPublished - 17 May 2017

Fingerprint

instruction
testing procedure
educational setting
school grade

Cite this

@article{7423119aeb8c41d9a8b890ecde2acbb4,
title = "Differences in need for instruction: Dynamic testing in children with arithmetic difficulties",
abstract = "In this paper we investigated the contribution of a dynamic testing procedure, including multiple graduated promptsprotocols, in identifying differences in need for instruction of second grade children (N = 120) with arithmeticdifficulties. The training was adaptive and prompts were provided according to one of six protocols, each focusing on adifferent problem solving step. Results showed that based on the number of prompts required from each protocoldifferent patterns of problem solving could be identified, and further four profiles of instructional needs could bedistinguished. The results provide starting points for individualized instruction and support the use of dynamic testingprocedures in educational settings.",
author = "T. Bosma and C.E. Stevenson and W.C.M. Resing",
year = "2017",
month = "5",
day = "17",
doi = "doi:10.11114/jets.v5i6.2326",
language = "English",
journal = "Journal of Education and Training Studies",
issn = "2324-805X",
publisher = "Redfame Publishing",

}

Differences in need for instruction: Dynamic testing in children with arithmetic difficulties. / Bosma, T.; Stevenson, C.E.; Resing, W.C.M.

In: Journal of Education and Training Studies, 17.05.2017.

Research output: Contribution to JournalArticleAcademicpeer-review

TY - JOUR

T1 - Differences in need for instruction: Dynamic testing in children with arithmetic difficulties

AU - Bosma, T.

AU - Stevenson, C.E.

AU - Resing, W.C.M.

PY - 2017/5/17

Y1 - 2017/5/17

N2 - In this paper we investigated the contribution of a dynamic testing procedure, including multiple graduated promptsprotocols, in identifying differences in need for instruction of second grade children (N = 120) with arithmeticdifficulties. The training was adaptive and prompts were provided according to one of six protocols, each focusing on adifferent problem solving step. Results showed that based on the number of prompts required from each protocoldifferent patterns of problem solving could be identified, and further four profiles of instructional needs could bedistinguished. The results provide starting points for individualized instruction and support the use of dynamic testingprocedures in educational settings.

AB - In this paper we investigated the contribution of a dynamic testing procedure, including multiple graduated promptsprotocols, in identifying differences in need for instruction of second grade children (N = 120) with arithmeticdifficulties. The training was adaptive and prompts were provided according to one of six protocols, each focusing on adifferent problem solving step. Results showed that based on the number of prompts required from each protocoldifferent patterns of problem solving could be identified, and further four profiles of instructional needs could bedistinguished. The results provide starting points for individualized instruction and support the use of dynamic testingprocedures in educational settings.

U2 - doi:10.11114/jets.v5i6.2326

DO - doi:10.11114/jets.v5i6.2326

M3 - Article

JO - Journal of Education and Training Studies

JF - Journal of Education and Training Studies

SN - 2324-805X

ER -