Dynamic testing: Practical solutions to some concerns

Abstract

Although the concept of dynamic testing is generally well supported, some concerns have been raised about the general and more widespread practical application and use of these procedures. The main problem areas that have been noted are the amount of time needed to administer dynamic assessment measures (compared with standard tests), the lack of standardisation of procedures (impacting on the accuracy of measurement and interpretation) and the limited validity information available for dynamic measures. This article provides background on and research results of the Learning Potential Computerised Adaptive Test (LPCAT), a dynamic learning potential test. The methodology used in this instrument addresses some of the concerns that have been noted about dynamic assessment, namely the use of standardised procedures; the improvement of measurement accuracy with the use of Item Response Theory (IRT); and the use of Computerised Adaptive Testing (CAT) to improve the time efficiency of dynamic testing and obtaining empirical research results for construct and predictive validity.

Augmenting talent management for sustainable development in Africa

“…Participant 1, however, recognises a further application of psychometric testing in assessing potential towards the achievement of the sustainable development goals as follows: LPCAT is categorised as a dynamic test that allows for fairer multicultural cognitive assessment (De Beer, 2006). This characteristic is directly relevant to Goal 1 earlier explained.…”

“…LPCAT is categorised as a dynamic test that allows for fairer multicultural cognitive assessment (De Beer, 2006). This characteristic is directly relevant to Goal 1 earlier explained.…”

Test use with children across cultures: A view from three countries.

“…Possible remedies to the extant paradigm include increased focus on systems change, organizational analysis, wholeschool development, and the adoption of constructivist perspectives that link emotional development, teaching, learning, and assessment. Reliance on contemporary developments in psychology are needed in South African schools to facilitate, among others, an understanding of students' life stories, dynamic assessment that helps to identify and nurture students' strong points (De Beer, 2006;Maree, 2010aMaree, , 2010c, and emotional intelligence assessment that facilitates students' identification and management of their emotions. This reorientation implies a movement away from a narrow focus on student needs and deficits and toward the belief that all students possess strengths and assets that should form the basis of effective intervention (Eloff et al, 2006).…”

The Learning Potential Assessment-2 in Yaqui Native American children

“…Calero (2004) mentioned that the objective of dynamic testing is not to measure the performance of children, but their possibility of learning, not as an academic prognosis, understood in the traditional way, but as the estimation of the possibility of taking advantage of different cognitive training programs. Therefore, this type of assessment is directed to the population susceptible to improve, in development, or in decline (De Beer, 2006;Robles, 2007).…”