Peer-reviewed article
Comparing the preference of diagnostic information from variations of dynamic testing, criterion- and norm-referenced testing for individualized education planning
Taina Gabriel, Jochanan Veerbeek, Moritz Börnert-Ringleb ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This study asked 185 pre-service teachers to read short case descriptions containing results from different types of diagnostic tests. The tests were norm-referenced, criterion-referenced, and two kinds of dynamic testing. Teachers rated how useful each type of information was for understanding a child's difficulties and for planning individualized education. Information from norm-referenced testing was rated least useful, and the other approaches did not differ from one another. Teachers' attitudes, beliefs about diagnostic goals and prior knowledge changed some of these ratings.
Key points
- 185 pre-service teachers took part.
- They rated vignettes based on norm-referenced, criterion-referenced and two dynamic testing approaches (Graduated Prompt training scores and pretest/posttest scores).
- Norm-referenced testing information was seen as least useful overall.
- No differences were found between the other diagnostic approaches.
- Moderation effects were found for attitudes towards diagnostics, beliefs about diagnostic goals and prior knowledge.
Limitations
The study measures what pre-service teachers prefer, using vignettes. It does not show whether any approach improves education planning or outcomes for children. The abstract does not give details on effect sizes or sampling.
Abstract
The aim of this study was to compare pre-service teachers' preference of information stemming from different diagnostic approaches. Participants ( N = 185) evaluated vignettes containing diagnostic information from norm-referenced testing, criterion-referenced testing, and two types of information coming from dynamic testing (Graduated Prompt training scores and pretest/posttest scores). They rated these vignettes regarding their usefulness for understanding a child's difficulties and for planning individualized education. Additionally, attitudes towards diagnostics, beliefs about diagnostic goals and prior knowledge of diagnostic approaches were examined as potential moderators. Overall, information from norm-referenced testing was seen as least useful. No differences were found between the other diagnostic approaches. Moderation effects were found for all of the assessed variables.