Diagnostic assessment is a prerequisite for designing individualized support in schools. As part of our research, we investigate various forms of intervention-oriented diagnostics in relation to teacher decision-making processes (data-based decision-making). Our work focuses specifically on dynamic testing, single-case experimental designs (SCED), and progress monitoring.
Diagnostic assessment is a prerequisite for designing individualized support in schools. As part of our research, we investigate various forms of intervention-oriented diagnostics in relation to teacher decision-making processes (data-based decision-making). Our work focuses specifically on dynamic testing, single-case experimental designs (SCED), and progress monitoring.
Research Areas
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Dynamic Testing and Intervention Planning
Dynamic testing is being discussed as a promising alternative to traditional diagnostic testing approaches in schools. At the same time, dynamic testing presents specific challenges when the focus is on the subsequent design of remedial and support processes. In our research, we are interested in questions regarding the potential use of dynamic testing within the framework of decision-making processes for designing student support.
Contact person:
Moritz Börnert-Ringleb & Taina Gabriel
Recent Publications:
Börnert-Ringleb, M., & Wilbert, J. (2021). Dynamisches Testen: Diagnostik als Möglichkeit der Modellierung von Kompetenzentwicklung. In C. Mähler & M. Hasselhorn (Eds.), Test und Trends (Vol. 18, pp. 99–112). Hogrefe.
Gabriel, T., Köhlken, K., Pavic, A., Mähler, C., Wilbert, J., & Börnert-Ringleb, M. (2025). Dynamisches Testen von Rechenfertigkeiten im Grundschulalter – zentrale Befunde des Verbundprojekts. In Förderbezogene Diagnostik in der inklusiven Bildung—Kompetenzbereiche—Fachdidaktik (pp. 189–208). Waxmann.
Gabriel, T., Veerbeek, J., & Börnert-Ringleb, M. (2025). Comparing the preference of diagnostic information from variations of dynamic testing, criterion- and norm-referenced testing for individualised education planning. https://doi.org/10.17605/OSF.IO/64G5Z
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Construction and Evaluation of Dynamic Testing Procedures
The construction and evaluation of dynamic testing procedures present unique challenges. In particular, few concrete recommendations exist regarding the development and analysis of the instructional components within dynamic testing. Our research addresses these gaps and explores them through international collaborations.
Contact person:
Collaborative Partners:
Prof. Dr. Jürgen Wilbert (Universität Münster); Dr. Jochanan Veerbeek (Leiden University, NL)
Recent Publications:
Börnert-Ringleb, M., Veerbeek, J., & Wilbert, J. (2025). Validity and Psychometric Properties in Dynamic Testing: Analysing Training Data from the Graduated Prompt Approach. https://doi.org/10.17605/OSF.IO/V5PTS
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Single Case Experimental Designs
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Diagnostic Processes and Attributions
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