The effects of mediation in computer assisted dynamic assessment

Abstract This study examined the effects of the computer-assisted dynamic assessment (DA) on cognitive performance as compared to DA with an examiner. The DA approach is based on Feuerstein's mediated learning experience theory and Tzuriel's DA approach with young children. A sample of kindergarden children ( n  = 60) were assigned to either a Computer Assisted (CA, n  = 30) or Examiner Only (EO, n  = 30) groups. The sample was randomly chosen from three kindergardens in a middle-SES area. Initial intelligence level of both groups was controlled by matching their frequency distribution on the Raven's Colored Progressive Matrices score. The CA group was administered the Think-in-Order program, which is a multimedia program designed specifically for this study and is based on the Children's Seriational Thinking Modifiability (CSTM) test. The EO group was administered the CSTM test by an examiner. The findings revealed that intervention involving mediation processes in a CA dynamic assessment procedure was more effective in bringing about significant cognitive changes than mediation with only an examiner.