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Dynamic Testing & Learning potential
Focus on cognitive potential

Prof.dr.Wilma C.M. Resing
Unit Developmental and Educational Psychology
Institute of Psychology. Leiden University

For whom is dynamic testing worthwhile?

Children have not always had the opportunity to achieve optimal learning performances, and, therefore, sometimes underachieve on static tests. Ample examples of such children can be mentioned, for instance children with language or cultural deficits, but also deaf children or children with behavioural disorders. In the majority of cases a diagnostic question concerning the cognitive level at which a child functions leads to an additional question: is this the child’s actual level, or is the child capable of more than he or she has shown?

Another reason for a dynamic test is its possibility for gaining more insight into the manner in which a child learns, with or without additional instructions.

In a dynamic test, instruction and feedback are interwoven in the testing process. The instruction and feedback can be given in a standardised fashion, but also in an individualised fashion, tailored to the specific needs of an individual child. The feedback given during the testing process provides insight into the manner in which a child learns. 

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