Dynamic assessment

Dynamic assessment is a kind of interactive assessment used in education and the helping professions. Dynamic assessment is a product of the research conducted by developmental psychologist Lev Vygotsky. It identifies a child's learning potential as well as his or her skills. The dynamic assessment procedure accounts for the amount and nature of examiner investment. It is highly interactive and process-oriented[1] It has become popular among educators, psychologists, and speech and language pathologists.[2][3][4] It is an alternative to the wide range of standard IQ tests.

History and Theory

Vygotsky's 1933 notion of the zone of proximal development served as the basis of his proposal to measure potential development using moderately assisted problem solving and to measure actual development from the child's independent problem solving.[5] The difference between the higher level of potential and the lower level of actual development indicates the zone of proximal development. Combination of these two indexes provides a more informative indicator of psychological development than assessment of actual development alone.[6][7]

The ideas on the zone of development were later developed in a number of psychological and educational theories and practices. Most notably, they were developed under the banner of dynamic assessment that focuses on the testing of learning and developmental potential[8][9][10] (for instance, in the work of H. Carl Haywood and Reuven Feuerstein). Dynamic assessment also received considerable support in the recent revisions of cognitive developmental theory by Joseph Campione, Ann Brown, and John D. Bransford and in theories of multiple intelligences by Howard Gardner and Robert Sternberg.[11]

In Practice

Dynamic assessment is an interactive approach to psychological or psychoeducational assessment that embeds intervention within the assessment procedure. Most typically, there is a pretest then an intervention and then a posttest. This allows the assessor to determine the response of the client or student to the intervention. There are a number of different dynamic assessment procedures that have a wide variety of content domains.

There are two major approaches to DA: Interactionist and Interventionist approaches. Interventionist approach is implemented in two formats: sandwich and cake formats.

gollark: Anyway, I also worry that this might violate a few privacy policies horribly.
gollark: I feel like this would GC most of the server if it was run any time soon.
gollark: Interesting.
gollark: > yes we need a garbage collection bot<@402456897812168705> I could make ABR do this. Explain.
gollark: Can't they just be at different places in the same dimensions?

References
  1. http://www.asha.org/practice/multicultural/issues/Dynamic-Assessment/
  2. Dynamic Assessment in Practice: Clinical And Educational Applications: Cambridge University Press; 1 edition (8 Mar. 2007)
  3. Assessing Young Children, Merrill/Prentice Hall, 2003, p. 158
  4. Haywood, H. Carl & Lidz, Carol Schneider. Dynamic Assessment in Practice: Clinical And Educational Applications. Cambridge University Press, 2006, p. 1
  5. Vygotsky, L.S. (19332-34/1997). 'The zone of proximal development, often abbreviated as ZPD (zona blizhaishego razvitiia, in original Russian), is best understood as the zone of the closest, most immediate psychological development of the children that includes a wide range of their emotional, cognitive, and volitional psychological processes.The Problem of Age. in The Collected Works of L. S. Vygotsky, Volume 5, 1998, pp. 187-205
  6. Chaiklin, S. (2003). "The Zone of Proximal Development in Vygotsky's analysis of learning and instruction." In Kozulin, A., Gindis, B., Ageyev, V. & Miller, S. (Eds.) Vygotsky's educational theory and practice in cultural context. 39-64. Cambridge: Cambridge University
  7. Zaretskii,V.K. (2009). The Zone of Proximal Development What Vygotsky Did Not Have Time to Write. Journal of Russian and East European Psychology, vol. 47, no. 6, November–December 2009, pp. 70–93
  8. Sternberg, R.S. & Grigorenko, E.L. (2001). All testing is dynamic testing. Issues in Education, 7(2), 137-170
  9. Sternberg, R.J. & Grigorenko, E.L. (2002). Dynamic testing: The nature and measurement of learning potential. Cambridge (UK): University of Cambridge
  10. Haywood, C.H. & Lidz, C.S. (2007). Dynamic assessment in practice: Clinical and educational applications. New York: Cambridge University Press
  11. Dodge, Kenneth A. Foreword, xiii-xv. In Haywood, H. Carl & Lidz, Carol Schneider. Dynamic Assessment in Practice: Clinical And Educational Applications. Cambridge University Press, 2006, p.xiii-xiv

[1]

  1. http://www.asha.org/practice/multicultural/issues/Dynamic-Assessment/
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