augmenting a Cattell-Horn-Carroll-based ability assessment with dynamic testing, using self-regulated learning: a mixed methods study of children with learning difficulties
thesisposted on 28.02.2017, 23:57 by Teo, Pearly Swee Gek
The purpose of this research study was to develop a hybrid assessment approach, as an augmentation of Cattell-Horn-Carroll (CHC) assessment of abilities with dynamic testing using Self-Regulated Learning (SRL) (Augmented Assessment). The augmented approach integrates the strengths of three previously separate theories. Augmented Assessment (AA) is intended to give a better evaluation of the propensity of learning and cognitive abilities among children at risk of learning disabilities (LD). To do this, AA follows a test-learn-test design in which the learning phase involves promoting SRL through mediated learning experience and thinking aloud. Three CHC areas were investigated: fluid reasoning (Gf), short-term and working memory (Gsm), and writing (Grw-writing). All participants were selected as being at risk of learning difficulties based on the Australian national literacy assessment. The study used an embedded mixed methodology. The quantitative phase involved an experimental design of 50 children aged 10-12, with two groups of children undergoing different assessment types (AA versus static testing only). Two different areas were examined: cognitive performance and problem-solving behaviours. The qualitative phase involved the collection and analysis of verbalisations and learning interactions of 12 children during dynamic testing. As hypothesised, results of the study showed that dynamic testing using SRL impacted on Grw-writing. However, although hypothesised, there was insufficient evidence to show that there were significant differences between the assessment groups on Gf or Gsm test performance. As expected, a significant difference was found between the groups on self-regulatory, interactive problem-solving behaviours in all three CHC areas. Qualitative analysis of SRL verbalisations further revealed nuances in the changes among four different clusters of children. Ten themes were derived through cross-case analysis, with one key theme revealing that SRL difficulties and aptitude displayed by children during the dynamic testing situation were absent during static ability assessment. Correlational analyses based on 12 children in the experimental group revealed different significant inter-correlations between static and dynamic testing data of CHC abilities, SRL, and mediated learning experiences. Self-regulation and CHC abilities appeared to be distinct yet related malleable constructs, this having significant implications for the assessment and intervention of learning difficulties and abilities.