Using dynamic assessment to characterise numerical learning potential in the early years: a pilot study

Standardised tests of early mathematical abilities may not fully capture children’s emerging numerical competencies. It is suggested that dynamic assessment using graduated prompt procedures may reveal additional information about children’s numerical learning potential. In this pilot study, the numerical competencies of nine children aged 4.9 to 7.7 years in the final year of preschool (n = 4), first year (n = 2) and second year (n = 3) of primary school were evaluated, using a standardised mathematics test (TEMA-3) and dynamic assessments of key early numerical competencies (counting, non-symbolic and symbolic magnitude comparison, ordinality, transcoding, addition, subtraction). Graduated prompts were used to explore the support needs of children for successful task completion. While results indicated that both approaches revealed differences in numerical competencies, the graduated prompt procedure provided a more detailed measure of young children’s possible learning potential. Findings offer implications for mathematical assessment in early years education.