title: Making instruction and assessment responsive to diverse students' progress: group-administered dynamic assessment in teaching mathematics.
abstract: This study entailed a 3 (instructional intervention) × 2 (assessment-type) between-subjects experimental design employing a pretest-intervention-posttest methodology. The instructional interventions were administered between subjects in three conditions: (a) dynamic instruction, (b) triarchic or theory of successful intelligence-control instruction, and (c) standard-control instruction. The assessment-type consisted between subjects of either (a) a group-administered dynamic posttest or (b) the same group-administered posttest interspersed with a control filler activity. Performance in different mathematics content areas taught in fourth grade was investigated. In total, 1,332 students and 63 classroom teachers in 24 schools across six school districts participated in the study. The results indicate the advantages of using dynamic instruction and assessment in regular classrooms while teaching mathematics, especially when the student body is highly ethnically diverse.
authors.affiliation: City University of New York, New York, NY, USA.
authors.forename: Ida
authors.initials: I
authors.lastname: Jeltova
authors.forename: Damian
authors.initials: D
authors.lastname: Birney
authors.forename: Nancy
authors.initials: N
authors.lastname: Fredine
authors.forename: Linda
authors.initials: L
authors.lastname: Jarvin
authors.forename: Robert J
authors.initials: RJ
authors.lastname: Sternberg
authors.forename: Elena L
authors.initials: EL
authors.lastname: Grigorenko
mesh_terms: D002648:Child; D005260:Female; D006801:Humans; D007360:Intelligence; D008297:Male; D008433:Mathematics; D017145:Models, Educational; D008960:Models, Psychological; D013334:Students / Q000523:psychology*; D013663:Teaching / Q000379:methods*