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Dynamic Assessment: An interactional approach to evaluating learning potential

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  • Independent Researcher

Abstract

The first [goal of this book] is to provide a sourcebook that will serve to further disseminate knowledge that is available about dynamic assessment, which will provide a foundation for and increased awareness of this approach to assessment. Second, it is agreed that dynamic assessment is in an early, formative stage, and therefore is not ready for full acceptance. This text strives to move the formulations about dynamic assessment further along, attempting to expand the theoretical bases and to present existing validity data. Third, readers will have a survey of work currently in progress in the United States and Canada. Fourth [to] stimulate readers to conduct further research and develop their own thinking about the usefulness and relevance of dynamic assessment procedures. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... Het materiaal is ontwikkeld volgens de principes van dynamic assessment, een vorm van toetsend leren waarbij toetsen, onderwijzen en leren volledig geïntegreerd zijn (Lidz, 1987(Lidz, , 1991Tzuriel, 2001). Dynamic assessment is een nog vrij onbekende toetsvorm die Cito nog niet eerder heeft toegepast, maar die bij uitstek geschikt is voor leerlingen in het voortgezet speciaal onderwijs. ...
... Het pakket heeft tot doel meer inzicht te geven in de vaardigheden van leerlingen op het gebied van Leren leren. Het materiaal is ontwikkeld op basis van de principes van dynamic assessment, een vorm van toetsend leren waarbij toetsen, onderwijzen en leren volledig geïntegreerd zijn (Feuerstein, 1979;Grigorenko & Sternberg, 1998;Sternberg & Grigenko, 2002;Lidz, 1987Lidz, , 1991Tzuriel, 2001;Resing, 2006;Feuerstein, Feuerstein & Falik, 2010). De meet-en gebruikspretentie kan als volgt worden omschreven: ...
... Een DA is ook gericht op het vaststellen van het leervermogen of het leerpotentieel (Lidz, 1987;1991;Sternberg & Grigorenko, 2002;Tzuriel, 2001). Daaronder verstaan we het niveau dat de leerling met hulp van een volwassene kan bereiken (Vygotsky, 1987). ...
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Samen met de uitgave zelf en de bijbehorende gebruikershandleiding (Cito, 2015) bevat deze verantwoording de informatie die nodig is voor een eerste beoordeling van de kwaliteit van het pakket Leren leren. In het vervolg van deze verantwoording beschrijven en verantwoorden we het pakket op de volgende aspecten: • meetpretentie, doelgroep en gebruiksdoel; • de keuze van de vaardigheden van Leren leren (zowel theoretisch als onderwijskundig); • de uitgangspunten en achtergronden van testconstructie (met speciale aandacht voor dynamic assessment); • de constructieprocedures; • de praktische opdrachten, varianten, beoordelingsformulieren en handreikingen voor de docent; • de uitvoerbaarheid van de aanwijzingen voor de afname, beoordeling en rapportage; • enkele aspecten van betrouwbaarheid en validiteit. Het materiaal is ontwikkeld volgens de principes van dynamic assessment, een vorm van toetsend leren waarbij toetsen, onderwijzen en leren volledig geïntegreerd zijn (Lidz, 1987, 1991; Tzuriel, 2001). Dynamic assessment is een nog vrij onbekende toetsvorm die Cito nog niet eerder heeft toegepast, maar die bij uitstek geschikt is voor leerlingen in het voortgezet speciaal onderwijs.
... Vygotsky introduziu a Zona de Desenvolvimento Proximal (ZDP), que é a distância entre o nível de desenvolvimento real e o potencial, alcançado com a ajuda de um adulto ou pares mais capazes (Vygotsky, 1978). Este conceito fundamentou diversos estudos sobre estratégias instrucionais, reconhecendo a teoria de Vygotsky na América (Hamilton & Budoff, 1974;Campione et al., 1985;Ferrara, 1985;Lidz, 1987;Campione, 1989;Haywood et al., 1990). ...
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O objetivo deste artigo é avaliar um aluno diagnosticado com Paralisia Cerebral (PC) para identificar os possíveis efeitos do desempenho escolar após a realização do programa de formação docente, em Experiência de Aprendizagem Mediada (EAM) e adaptação curricular para crianças com PC. Trata-se de uma pesquisa quase experimental, de caráter exploratório, apoiado por um delineamento de pesquisa intra-sujeitos, do tipo pré-teste/treinamento/pós-teste, com 1 aluno com PC. O desempenho escolar desse participante foi avaliado com base no Teste do Desempenho Escolar (TDE). A relevância e validade social desta pesquisa assentaram-se na possibilidade de avaliar, os efeitos do programa de formação de professores na aprendizagem dos alunos com PC. A formação de professores em EAM foi fundamental para a aprendizagem da criança desta pesquisa, reforçando a ideia de que vale a pena investir em formação de professores, principalmente, sobre as habilidades, necessidades e a capacidade de aprendizagem dos alunos com deficiência. Espera-se que esse estudo gere mudanças nos modos de atendimento das demandas das adaptações curriculares para os alunos. Indicadores foram definidos para fins de ações em Políticas Públicas focadas na melhoria do processo de inclusão e de adaptação de acesso ao currículo, para essa população.
... The CAT uses 15 primarily short answer essay responses to assess critical thinking that can be given in an hour class period (although it is not a timed test). The CAT instrument also incorporates a process known as "dynamic assessment" (Feuerstein, 1979;Lidz, 1987;Samuels, 2000;Sternberg & Grigorenko, 2002). In dynamic assessment, a series of increasingly deeper and more explicit question prompts are used to engage students' critical thinking skills to measure the extent to which people can understand and evaluate new information and apply that information to a novel situation. ...
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The purpose of this article is to contribute to the scholarship of teaching and learning in sociology by examining a set of course redesign improvements made in a Social Problems course at the undergraduate level. These improvements center on increasing students’ critical thinking skills by integrating research-based, innovation-driven learning and student-centered strategies into a four-part course assessment redesign. Using a primarily case study approach, we examine quantitative data in the form of an interdisciplinary pre- and post- Critical thinking Assessment Test (CAT) from students enrolled in one iteration of the redesign for this particular course. Results from this analysis highlight the potential of these pedagogical improvements to foster the development of critical thinking skills and as an example of how assessment data can be used to guide further iterations of a course.
... This research has employed one of the pedagogical strategies from the dynamic assessment for writing portfolios, e-portfolios, and paper-based portfolios to enhance the writing skills of ESL students. Lidz (1987) defined dynamic assessment (DA) as "interaction between an examiner as an intervener and a student as an active learner, which seeks to estimate the degree of modifiability of the student and how positive changes in cognitive functioning can be induced and maintained" (p.70). DA is generally rooted in the interaction hypothesis, a concept defined by Vygotsky, which asserts that interaction in a natural context facilitates acquiring the target language as it links input (what students hear and read); more particularly selective attention; and output (what students speak and write) in productive paths (Almeida, 2022;Long, 1996). ...
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Portfolio assessment is considered to be one of the more advanced approaches to enhancing the proficiency of English among second language (ESL) students. The research examines how ESL learners' writing processes involved in portfolio creation influence their overall writing performance, specifically focusing on electronic portfolios (EPs) and paper-based portfolios (PPs). The research also identifies the challenges that Saudi ESL learners face when using the writing portfolio. A mixed-method approach was adopted for the research. The quantitative method consists of ESL tests distributed among one hundred and twenty male ESL learners at Yanbu Industrial College in Saudi Arabia to determine the effect of various writing portfolios on students’ writing performance. A qualitative method, which consists of classroom observations, document analysis, and interviews with twelve ESL students and seven ESL teachers from different universities in Saudi Arabia, has also been utilized. The research highlights the fact that although there is no significant difference between paper-based (PPs) portfolios and electronic portfolios (EPs) in developing students' performance in writing, specific pedagogical approaches should be implemented in assessing the writing portfolios, such as the students’ reflections and their peers' assessments, to raise their awareness of language structures. ESL teachers should also adopt a correction method that only highlights common mistakes to help students notice their errors and avoid charging them with negative feelings of excessive corrections. The research’s outcome could raise ESL teachers’ awareness of the best pedagogical methods of evaluating the writing portfolio and provide some strategies to help students develop their writing performance.
... We used the books to help children discover meanings and definitions of words. During the intervention, we used principles of mediated learning experience (Lidz, 1987;Lidz & Peña, 1996) to encourage students to develop connections between the activities and their everyday experiences and to think about how to derive meaning from text and convey meaning in narrative. ...
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Purpose This exploratory study evaluates how bilingual first graders' vocabulary use in narrative changed after a Spanish-language intervention that focuses on connection between language and literacy. Method Ten Spanish–English bilingual first graders produced three English and three Spanish narratives based on the Test of Narrative Language protocol pre- and postintervention. All samples were transcribed. Based on comprehensive word inventories, all words produced by the children were identified as being core words; Tiers 1, 2, and 3 words; and/or cognates in both languages. We also coded all utterances for use of internal state terms (ISTs). We evaluated total and unique production of these kinds of words. Results Postintervention children increased their total number of cognates and ISTs across languages. They also increased the unique core words, Tier 1 words, and cognates postintervention. They also used more of each of these kinds of words in Spanish—the language of intervention—than in English. Conclusions Children make qualitative changes to their vocabulary postintervention. There is greater change in the use of core words and Tier 1 words in Spanish. These increases in productivity and variability were indicated by the number of unique words added to the children's repertoires in ways that supported narrative production.
... Dynamic assessment (DA) is a sub-category of ZPD that originated from Vygotsky's (1986Vygotsky's ( , 1978 ideas on the way a child's cognition grows and assessment occurs with the integration with Vygotsky's sociocultural theory. Lidz (1987) defines DA as "an interaction between an examiner-as-intervener and a learner-as-active participant, which seeks to estimate the degree of modifiability of the learner and the means by which positive changes in cognitive functioning can be induced and maintained" (p.4). It is considered a method to measure "thinking, perception, learning and problem-solving" (Concepts listed in ZPD) throughout the teaching procedure in the aim of fine-tuning cognitive functioning (Tzuriel, 2001). ...
Article
Dynamic assessment (DA) has been broadly applied in educational settings over the past few decades. It not only helps evaluate students’ learning ability but also helps predict their potential future development at the same time. This study aims to investigate EFL adolescent learners’ attitudes toward applying DA to enhance their speaking performance. The data were gathered through a questionnaire and semi-structured interviews. 14 participants who had experienced DA were invited to do a questionnaire expressing their attitudes including three aspects, namely behavioural, cognitive, and emotional. Then six of them were selected to enter semi-structured interviews. The result of the questionnaire revealed that EFL adolescent learners possessed positive attitudes in three domains- behavioural, cognitive, and emotional. The data from the interviews showed that classroom anxiety was not a big problem for students. Eagerness, concentration, confidence, and motivation were what they gained after getting used to DA. Besides, DA was reported to enhance their speaking performance in terms of accuracy and fluency. Article visualizations: </p
... Learners' existing skills are differentiated from those learned with the help of more experienced peers or teachers in this category (Aghaebrahimian et al., 2014). From another perspective, DA is defined as the engagement between the evaluator as an impartial mediator and the learner as an interactive participant to determine the learner's modifiability and the methods for inducing and maintaining beneficial improvements in cognitive functioning (Lidz, 1987). In addition, DA is fundamentally dissimilar from TA in this regard (Aghaebrahimian et al., 2014). ...
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This research investigates the topic of dynamic assessment (DA) in an Indonesian setting and to a specific degree of competence to extract key facts. In the first phase of the investigation, quantitative data were collected, and analytic approaches were used. In the second phase, a qualitative approach was employed to explore learners' and teachers' impressions of DA on students' writing abilities. The participants were 100 students recruited from the State University of Malang, Indonesia. The paired and independent sample t-test results demonstrated that the DA enhances learners' writing skills on multiple levels, including content, vocabulary, language, organisation, and mechanics. It is strongly recommended that EFL writing teachers in all learning contexts use DA in academic EFL writing programs. Further research can look at some DA concerns and develop acceptable solutions.
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Dynamic assessment (DA) offers a holistic approach to evaluation by embedding assessment within instruction. Despite evidence suggesting the effectiveness of DA in language classrooms, there remains a reluctance among teachers to adopt DA practices. This reluctance stems from a lack of understanding of how DA models impact specific learning outcomes, particularly in speaking skills. One main contributing factor is the dominance of quantitative DA studies, which do not contextualize the differences between DA models. With a grounded theory design, this study explored the differences between Iranian EFL learners' perceived effects of interactionist and interventionist DA models on speaking accuracy, fluency, and complexity. Thirty undergraduate intermediate EFL learners from Islamic Azad University, North Tehran Branch, were recruited through convenience sampling. Each participant had received ten hours of speaking lessons with one of the DA models embedded before participating in a semi-structured interview. The analysis of the participants' perceptions and reflections revealed that both DA models were well-received for improving speaking skills but had different perceived versatility on subskills. Learners perceived the interactionist model as an effective teaching method that improved their speaking accuracy and complexity but reduced fluency, while the interventionist model favored fluency at the expense of grammatical accuracy and complexity.
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Bilingual children's language skills are strongly influenced by exposure to each of their languages, among other linguistic, environmental, and cognitive factors. In the speech and language therapy clinic, it is difficult to disentangle developmental language disorders from insufficient exposure. Dynamic assessment, which directly tests the learning potential of children, offers a promising solution for this dilemma. This study compares the clinical potential of two dynamic assessment situations, varying amount of adult mediation (autonomous computer game vs. interactive story reading with graduated cues), as well as item types (nouns, verbs, and inflections in sentences) and linguistic modalities and tasks (comprehension - word picture matching and acceptability judgement, production - free recall and picture naming). Forty-nine French monolingual and French-Portuguese bilingual children with and without developmental language disorder, aged 5;0 to 7;11 years, were include in the final analyses. Using Lasso regressions, we were able to determine which variables best explain the presence of disorder. A combination of all item types and predominantly receptive tasks, mostly from the interactive situation, was retained for very high classification accuracy (up to 100% sensitivity and 96% specificity). Language status showed no influence, which encourages the use of dynamic assessment in the context of speech and language assessment with bilingual children. This study adds to evidence that dynamic assessment is a promising task for identifying bilingual and monolingual children with developmental language disorder, particularly when the situation involves interaction with graduated cues.
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This paper presents a narrative review of the current practices in assessing learners’ cognitive abilities and the limitations of traditional intelligence tests in capturing a comprehensive understanding of a child’s learning potential. Referencing prior research, it explores the concept of dynamic assessment (DA) as a promising yet underutilised alternative that focuses on a child’s responsiveness to learning opportunities. The paper highlights the potential of novel technologies, in particular tangible user interfaces (TUIs), in integrating computational science with DA to improve the access and accuracy of assessment results, especially for children with communication support needs (CSN), as a catalyst for abetting critical communicative competencies. However, existing research in this area has mainly focused on the automated mediation of DA, neglecting the human element that is crucial for effective solutions in special education. A framework is proposed to address these issues, combining pedagogical and sociocultural elements alongside adaptive information technology solutions in an assessment system informed by user-centred design principles to fully support teachers/facilitators and learners with CSN within the special education ecosystem.
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