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License: Licence agreement concerning inclusion of doctoral thesis in the Institutional Repository of the University of LeidenMay 23rd, 2011
This study investigated teachers' evaluations of reports and recommendations, based on outcomes of dynamic assessment, regarding their second grade pupils with math difficulties. Thirty one teachers and 116 pupils assigned to an experimental or control condition participated. Reports for children were based on administrated math and memory tasks and either a dynamic test (Seria-Think Instrument) or standard test (Raven PM). Teachers were observed, interviewed, rated the learning potential at two moments and evaluated specific dynamic assessment information in a follow up questionnaire. Results showed that teachers valued the dynamic assessment reports and recommendations overall as meaningful; as did teachers reading static reports. Learning potential ratings appeared to be affected by the reports. Dynamic assessment information and recommendations were valued as applicable for constructing individual educational plans; personal factors (seniority and teaching experience) appeared of i
