Comparing the preference of diagnostic information from variations of dynamic testing, criterion- and norm-referenced testing for individualized education planning

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.