The Effect Of Dynamic Tests On Cognitive Change And Achievement Improvement Of Children In Low Socioeconomic Status

As a necessary and effective supplementary testing approach, dynamic testing designed to quantify not only what children have learned before but also their potential to learn. Some disadvantaged children (e.g. low socioeconomic, new migrants, learning disabilities, learning and mental retardation, paraphora, infantile autism, the minority children of non-mainstream culture et al.) who have performed poorly in static test were supposed to be development backward only because of the improper of the testing idea which supports children’s abilities are changeless and the testing approach which contains no direction or intervene. However, dynamic testing could quantify these disadvantaged children’s potential to learn with the test in process and after intervention. Inventory of Piaget’s Developmental Tasks (IPDT) is a paper-and-pencil test which contains Piaget’s many traditional experiments used to quantify children’s cognitive development. With the characteristics of funny, wordless and accord with children’s cognition development rules, we could quantify children’s cognitive potential effectively with IPDT dynamic testing, and divide children in low socioeconomic status into high and low potential groups, then give them continued cognitive intervention and compare their cognition development and math achievement.This paper includes two researches:In the first research, we worked out the IPDT dynamic testing of Images, Classification and Laws problem areas with children of grade5in a formal elementary school, checked the inventory, items and process, then reached the following conclusions:IPDT dynamic testing of Images, Classification and Laws problem areas which was finished in the first research could distinguish children with different cognitive potential;In the second research, we selected136children in high socioeconomic status and160children in low socioeconomic status of grade5from two elementary schools in rural-urban fringe zone, quantify the cognitive change and math achievement improvement after intervention of children with different potential in low socioeconomic status, and then reached the following conclusions:cognitive testing scores (M=37.47, SD=7.98) and math achievement (M=73.39, SD=15.56) of children in low SES are significantly lower than the children in high SES (MRaven=41.61, SDRaven=6.41; MMath=79.15, SDMath=14.21); After the proper cognitive intervention, the high potential children in low SES could get more improvement than the low potential ones, even go beyond the peers in high SES. In other words, dynamic testing could quantify children’s cognitive potential effectively who belong to disadvantaged children such as low socioeconomic status, and could improve their cognitive development, proposing advices for their future education.