dynamic assessment

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      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

      Constructs that a student has mastered (the Zone of Actual Development)
      Constructs that a student is currently able to understand or tasks a student can do with scaffolding (the Zone of Proximal Development).
      Constructs that a student cannot do at all
      The dynamic assessment procedure accounts is highly interactive and process-oriented It has become popular among educators, psychologists, and speech and language pathologists. It is an alternative to the wide range of mastery-based measurements, although the cost has historically been prohibitive for wide-scale adoption.
      To give a concrete example, consider an assessment asking children asked to solve a problem involving the area of a circle:

      A child who has not encountered the concept of an area or of multiplication yet will not be able to solve the problem, with or without scaffolds and support. (no development)
      A child who, for example, understands the underlying concepts involved, but has not seen or has forgotten the equation A=πr² may be able to solve the problem with the help of a formula sheet, of a similar worked example, or of an illustration showing how to compute this area. (ZPD)
      A child who is able to solve the problem, but made a mistake and couldn't independently catch the error might be able to solve the problem if the error is pointed out, or if they are at least aware they made an error. (ZPD)
      A child who has mastered this concept will be able to solve this problem unaided. (ZAD/mastery)
      Traditional assessment would identify the last child as solving the problem correctly, while the children with mistakes or no answers would receive no credit. A dynamic assessment would place the children in three different categories: those who cannot solve the problem, those who can with help, and those who can independently. Vygotsky's theory is that a measurement of the outer limit of the ZPD is a more accurate measure of children's development than a measure of the outer limit of the ZAD, since concepts in the ZPD move into the ZAD within a few years.


      History and Theory


      Vygotsky's 1933 notion of the zone of proximal development served as the basis of his proposal to measure development using moderately assisted problem solving rather than from the child's independent problem solving. The range 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.
      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 (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.


      In Practice


      Dynamic assessment is an interactive approach to psychological or psychoeducational assessment that embeds intervention within the assessment procedure. For example, there may be 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, and group students into ones who can solve a problem independently, with the help of the intervention, or not at all. 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.


      References

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    Module 1: What Is Dynamic Assessment? - American Speech …

    Dynamic assessment is an evaluation method used to identify an individual’s skills as well as their learning potential. DA emphasizes the learning process and accounts for the amount and nature of examiner investment.

    Dynamic Assessment - American Speech-Language-Hearing Association …

    One alternative to standardized testing methods is dynamic assessment. Learn more about the components of dynamic assessment to inform clinical decision making in these four 30-minute micro courses, with speaker Dr. Elizabeth Peña.

    Dynamic assessment - Wikipedia

    Dynamic assessment is an interactive approach to psychological or psychoeducational assessment that embeds intervention within the assessment procedure. For example, there may be a pretest, then an intervention, and then a posttest.

    Dynamic Assessment | Definition & Examples - Lesson - Study.com

    Nov 21, 2023 · Dynamic assessment refers to an active teaching process that entails a pretest, teach, retest model that locates a student's ability to learn new skills. It is a process that blends teaching...

    Understanding Assessment: Applying Dynamic Assessment

    Nov 26, 2012 · Dynamic Assessment is a method of assessment which uses a “test-teach-retest” model. The emphasis is on the individual’s ability to acquire the skills/knowledge being tested after being exposed to instruction.

    Dynamic Assessment: What we need to know - Bilinguistics

    Dec 21, 2017 · Dynamic assessment is a lot of things: It is a less-biased approach for determining when there is a language difference rather than a language disorder because of second-language influence. It is an interactive and process-oriented procedure to …

    Dynamic Assessment: A Vygotskian Approach to Understanding …

    Dynamic Assessment (DA) reconceptualizes classroom interactions by arguing that teaching and assessment should not be distinct undertakings but must be integrated as a single activity that seeks to understand learner abilities by actively supporting their ongoing development.

    Dynamic Assessment - an overview | ScienceDirect Topics

    Dynamic assessment refers to an alternative approach to diagnostic assessment that focuses on the progress a learner can make with adult support in a one-to-one situation. It explores a learner's strategies for learning and aims to extend or enhance them, offering valuable insights into individual learning processes and suggestions for teaching.

    May 16, 2017 · Dynamic assessment, or DA, departs from the traditional distinction between formative and summative assessment, as it understands teaching to be an inherent part of all assessment regardless of purpose or context.

    (PDF) Dynamic Assessment: An interactional approach to …

    Sep 9, 1987 · 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...