Use of Dynamic Assessment in Evaluation of Cognitive Education Programs

2001 ◽  
pp. 177-207
Author(s):  
David Tzuriel
Keyword(s):  
Dynamic Assessment ◽  
Education Programs ◽  
Cognitive Education

Mediated Learning Experience and Cognitive Modifiability

2013 ◽  
Vol 12 (1) ◽  
pp. 59-80 ◽  
Author(s):  
David Tzuriel
Keyword(s):  
Peer Mediation ◽  
Learning Experience ◽  
Dynamic Assessment ◽  
Teaching Style ◽  
Mediated Learning ◽  
Cognitive Education ◽  
Cognitive Modifiability ◽  
Research Findings ◽  
Mediated Learning Experience ◽  
The Impact

The focus of this article is on the effects of mediated learning experience (MLE) interactions on children’s cognitive modifiability. In this article, I discuss the MLE theory, and selected research findings demonstrating the impact of MLE strategies in facilita ting cognitive modifiability. Research findings derive from mother–child interactions, peer-mediation and cognitive education programs. Mediation for transcendence (expanding) was found consistently as the most powerful strategy predicting cognitive modifiability and distal factors in samples of children with learning difficulties directly predict cognitive modifiability. Findings of peer-mediation studies indicate that children in experimental groups participating in the Peer Mediation with Young Children program showed better mediational teaching style and higher cognitive modifiability than children in control groups. Application of dynamic assessment as a central evaluation method reveals that the contribution of the cognitive education program was not simply supporting the development of a particular skill practiced during the program; it also involved teaching children how to benefit from mediation in a different setting and consequently improve their cognitive performance across other domains.

Dynamic Testing and Individualized Instruction: Helpful in Cognitive Education?

2013 ◽  
Vol 12 (1) ◽  
pp. 81-95 ◽  
Author(s):  
Wilma C. M. Resing
Keyword(s):  
Standardized Test ◽  
Dynamic Testing ◽  
Dynamic Assessment ◽  
Educational Practice ◽  
Potential Usefulness ◽  
Principal Characteristic ◽  
Group Instruction ◽  
Cognitive Education ◽  
The Individual ◽  
Assessment Context

An important theme in educational practice is to tailor instruction to the individual needs of children. Particular forms of group instruction may be effective for specific children; other children will profit most from a more individual approach. The contribution aims to focus on the question whether such tailored forms of instruction can be found in a dynamic assessment context and explores the potential usefulness of dynamic testing and instruction for cognitive education. The principal characteristic of dynamic testing or assessment is that children are explicitly provided with feedback, prompts, or training intended to enable them to show progress when solving cognitive tasks. Outcomes of dynamic testing and assessment could, in principle, provide educational psychologists or teachers with information regarding learning outcomes during intervention. Although it has been claimed that such approaches may have more to offer to psychologists or educationists than traditional standardized test outputs, not all approaches are suitable for this aim. This article focuses on the potential usefulness of the outcomes of the graduated prompts approach in dynamic testing and instruction. It can be concluded that a combination of both dynamic procedures is a very promising one, which needs further exploration in the future.

Current Views on Cognitive Education: A Critical Discussion and Future Perspectives

2013 ◽  
Vol 12 (1) ◽  
pp. 108-124 ◽  
Author(s):  
Marco G. P. Hessels ◽  
Christine Hessels-Schlatter
Keyword(s):  
Scientific Literature ◽  
Dynamic Assessment ◽  
Critical Discussion ◽  
Future Perspectives ◽  
Cognitive Education ◽  
The Future ◽  
Weak Points

This article is, first of all, a synthesis of the various views on cognitive education (CE) as presented by the guest authors of this issue, and it is also a critical discussion of the field. We discuss how Sternberg’s initial 5 questions were addressed by the authors, and we place these within the larger framework of the scientific literature on CE, metacognition, and dynamic assessment (DA). We try to unveil the strong and weak points of the various approaches, and we discuss some perspectives for the future.

Dynamic Assessment: Progress, Problems, and Prospects

2009 ◽  
Vol 8 (3) ◽  
pp. 228-237 ◽  
Author(s):  
Yuriy V. Karpov ◽  
David Tzuriel
Keyword(s):  
Critical Points ◽  
International Association ◽  
Dynamic Assessment ◽  
Cognitive Education ◽  
20Th Anniversary

The authors proceed from the presentations at the 20th anniversary conference of the International Association for Cognitive Education and Psychology (IACEP), “Dynamic Assessment: Progress, Problems, and Prospects,” to present their reflections on the major issues of dynamic assessment (DA). Among the topics discussed are the following: what DA actually assesses, how DA informs instruction and intervention, and if mediation should be grounded in the students’ culture. The authors also respond to some of the critical points raised against DA and discuss progress and prospects in the field of DA. Les auteurs utilisent les présentations de la Conférence du vingtième anniversaire de l’IACEP « évaluation dynamique: progrès, problèmes et perspectives » pour présenter leurs réflexions sur les résultats importants touchant l’évaluation dynamique. Les thèmes discutés sont les suivants: qu’est-ce que l’évaluation dynamique évalue vraiment? Comment l’évaluation dynamique informe-t-elle sur l’instruction et l’intervention? La médiation doit-elle s’ancrer dans la culture des élèves? Les auteurs répondent aussi à quelques critiques dirigées contre l’évaluation dynamique et discutent des progrès et des perspectives dans le champ de l’évaluation dynamique. Die Autoren gehen von den Darbietungen auf der 20. Jubiläumskonferenz der IACEP mit dem Motto “Dynamische Diagnostik: Fortschritt, Probleme und Aussichten” aus, um ihre Überlegungen zu wesentlichen Themen der dynamischen Diagnostik (DA, Dynamic Assessment) vorzustellen. Darunter sind die folgenden: Was DA wirklich erfasst, welch informativer Wert DA für Unterricht und Intervention zukommt, und ob Mediation in der Kultur des Lerners begründet sein sollte. Die Autoren beantworten auch einige kritische Einwände gegen DA und diskutieren Fortschritt und Perspektiven in diesem Gegenstandsbereich Los autores exponen las presentaciones de la Conferencia celebrada con motivo del 20 Aniversario de la IACEP sobre la “Evaluación Dinámica: Desarrollo, Problemas y Perspectivas” cuyo propósito es la presentación de su propias reflexiones acerca del estado actual de la Evaluación Dinámica (DA). Los principales tópicos que se analizan son: qué evalúa realmente la Evaluación Dinámica, cómo la Evaluación Dinámica ilumina la instrucción y la intervención, y si la mediación debería basarse en la cultura de los estudiantes. Los autores también responden a algunos de los puntos críticos que emergen contra la Evaluación Dinámica, e igualmente discuten su desarrollo y las perspectivas. Gli autori a partire dalle presentazioni fatte in occasione del 20° Anniversario della Conferenza IACEP “Valutazione Dinamica: progressi, problemi e prospettive” continuano le loro riflessioni sulle principali questioni della Valutazione Dinamica (DA). Tra gli argomenti discussi vi sono: che cosa la DA in realt à valuta, come la DA fornisce istruzioni e modalit à di intervento, se la mediazione debba essere ancorata alla cultura dello studente. Gli autori rispondono anche ad alcuni punti critici sollevati contro la DA e discutono i progressi e le prospettive nel campo della DA.

What Is Cognitive Education? The View From 30,000 Feet

2013 ◽  
Vol 12 (1) ◽  
pp. 26-44 ◽  
Author(s):  
H. Carl Haywood
Keyword(s):  
Special Education ◽  
Cognitive Development ◽  
Intrinsic Motivation ◽  
Teaching And Learning ◽  
School Achievement ◽  
Logical Thinking ◽  
Education Programs ◽  
Evaluation Strategies ◽  
Cognitive Education ◽  
Program Characteristics

Cognitive education is defined and described according to aspects that are common to various curricula and programs as well as aspects that vary across programs. Its most basic and universal characteristic is its focus on processes of systematic logical thinking and especially the application of basic tools of learning. The application of fundamental cognitive and metacognitive concepts in teaching and learning is described with examples. Selected curricula, programs, and approaches are listed and briefly characterized. Criteria for evaluating cognitive education programs are proposed, and some examples of successful evaluation strategies are given. Evaluation of effectiveness across different cognitive education programs shows effects on cognitive development, IQ, school achievement, intrinsic motivation, and reductions in referral to special education, although such effects depend on age of learners, specific program characteristics, and effectiveness criteria.

Introduction to Vygotsky’s “The Dynamics of the Schoolchild’s Mental Development in Relation to Teaching and Learning”

2011 ◽  
Vol 10 (2) ◽  
pp. 195-197 ◽  
Author(s):  
Alex Kozulin
Keyword(s):  
Teaching And Learning ◽  
Dynamic Assessment ◽  
Mental Development ◽  
Pivotal Role ◽  
Current Generation ◽  
Cognitive Education

Here, we present to Journal of Cognitive Education and Psychology readers the first in a series of “Classical Articles.” The purpose of this series is to reprint some of the articles that have played pivotal role in the development of the field of dynamic assessment and cognitive education. Some of these articles never appeared in English, and others were published in already defunct journals or proceedings. It seems important to make the current generation of researchers familiar with these texts so that our theoretical discussions can be carried out with full awareness of what has been done before us and how the classics of our field articulated their ideas.

Drug Education: Reasons and Failures

1971 ◽  
Vol 1 (4) ◽  
pp. 373-389 ◽  
Author(s):  
Cameron V. Smith
Keyword(s):  
Drug Abuse ◽  
Political System ◽  
Drug Education ◽  
Education Programs ◽  
Short Term ◽  
Or Groups ◽  
Cognitive Education ◽  
Corporate System ◽  
The Face

This paper contains 50 “reasons” which various individuals or groups have used to explain increasing drug abuse by youth. The reasons, listed generally from simple to complex, are grouped into 10 categories: criminal elements, minorities, youth, adults, homes, schools, churches, corporate system, political system and society. The implication is clear that the interplay of reasons for increasing drug abuse in our society is extremely complicated and that educational or remedial programs built upon simplistic cause-models will be relatively ineffective. Contributions that cognitive education can make to eliminating the problem of drug abuse are limited and may be counterproductive. The species-adaptive curiosity and gambling instinct (attraction to try for possible short term gain in the face of possible long term damage) will not be educated from mankind and evaluation of drug abuse education programs based upon eliminating drug abuse is unrealistic. In spite of this, the conclusion is developed that thorough, honest drug education is necessary.

Twenty Years of IACEP, and a Focus on Dynamic Assessment: Progress, Problems, and Prospects

2008 ◽  
Vol 7 (3) ◽  
pp. 419-442 ◽  
Author(s):  
H. Carl Haywood
Keyword(s):  
International Association ◽  
Dynamic Assessment ◽  
Assessment Methods ◽  
Cognitive Education ◽  
History Of ◽  
Regional Conferences

This 20th anniversary address charts a brief history of the International Association for Cognitive Education and Psychology, from its organizational conference at Lake Louise in November 1988. International conferences, regional conferences, and successive presidents are listed (and pictured in the case of presidents). Introducing the theme of the conference, the history of dynamic assessment is outlined, with photographs of the pioneers and some present leaders. Problems with standard normative testing are listed. The principal argument is that appropriate assessment methods depend upon valid models of the nature of human abilities. One model, Haywood’s transactional perspective, is outlined briefly.

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