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Übersichtsarbeit

Die Vorhersage von Mathe- und Leseleistungen durch dynamisches Testen

Published Online:December 03, 2020https://doi.org/10.1024/2235-0977/a000331

Abstract

Zusammenfassung.Einleitung: Durch die Verbindung von Messung und Förderung im Testprozess werden im Rahmen des dynamische Testens Aussagen zu Lernpotentialen und der benötigten Unterstützung zur Entfaltung dieser Potentiale von Kindern getroffen. Dynamisches Testen erscheint dabei insbesondere geeignet, mögliche Ungleichheiten in testrelevanten Vorerfahrungen auf Grund kultureller Unterschiede oder geringerer Zugänge zu Bildungsgelegenheiten zu kompensieren und somit Lernpotentiale als neues Merkmal zu erfassen. Die Validität der erfassten Lernpotentiale konnte in zahlreichen querschnittlichen und longitudinalen Untersuchungen nachgewiesen werden. Der wesentliche Teil des bisherigen Forschungsstandes bezieht sich dabei jedoch auf die Anwendung des dynamischen Testens zur Erfassung kognitiver Fähigkeiten. In aktueller Forschung wird das Konzept des dynamischen Testens immer häufiger auf die Erfassung domänenspezifischer Prozesse übertragen. Methode: Im Rahmen der vorliegenden Arbeit wird der aktuelle Forschungsstand zur Güte des dynamischen Testens zur Vorhersage von Rechen- und Leseleistungen zusammengefasst. Dazu wurde eine systematische Literaturrecherche durchgeführt, in welcher 22 empirische Arbeiten eingeschlossen wurden. Ergebnisse und Diskussion: Die eingeschlossenen Studien zeigen, dass dynamische Testwerte zur Vorhersage von Rechen- und Leseschwierigkeiten sowie zur Prognose von Rechen- und Leseleistung von Kindern und Jugendlichen geeignet sind.


Predicting Math and Reading Achievement Using Dynamic Testing

Abstract.Introduction: Dynamic testing (DT) tries to gain insights into students' learning potentials by combining measurement and intervention within the diagnostic process. Moreover, DT aims to identify the conditions and instructional needs required for adequately supporting students in their development. Thereby, the use of DT could reduce potential influences of uneven testing prerequisites and prevent testing biases related to specific students' characteristics. The validity of dynamic testing outcomes has been confirmed in previous studies. However, the vast majority of existing research in the field of DT related to the assessment of cognitive abilities. With regard to the possible advantages of DT and shortcomings of traditional testing, the application of DT might be a promising approach in extending diagnostic practices in reading and mathematics. Method: This contribution aims to gain insights into advantages of the application of DT in reading and mathematics by means of a systematic literature review. 22 relevant studies were identified, which either applied dynamic testing in reading, mathematics or cognitive abilities, and predicted reading or mathematic achievement. Results and Discussion: The analysis of the studies included indicated that dynamic testing measures seem to be valid and incremental predictors of students' mathematical and reading development.

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