Dynamic Assessment of Learning Potential

2012 ◽  
pp. 235-255 ◽  
Author(s):  
David Tzuriel
Keyword(s):  
Dynamic Assessment ◽  
Learning Potential ◽  
Assessment Of Learning

Dynamic Assessment of Learners of a Spoken Language

2021 ◽  
pp. 87-99
Author(s):  
Natalie Hasson
Keyword(s):  
Language Learners ◽  
Language Skills ◽  
Dynamic Assessment ◽  
First Language ◽  
Target Language ◽  
Test Taker ◽  
Learning Potential ◽  
Hyperactivity Disorder ◽  
Assessment Of Learning ◽  
Language Difficulties

Dynamic assessment (DA), or the assessment of learning potential, is becoming recognized as an alternative method that has wide application within the assessment of language. In moving away from comparison to normative data, the assessment enables a wider range of children to be assessed, including all of those for whom the norms do not apply, such as children with autistic spectrum conditions, attention deficit hyperactivity disorder (ADHD), hearing loss, and bi- or multilingual children. In addition to differentiating language difficulties due to lack of experience with the target language from developmental language disorders (DLD), the DA procedure contributes a considerable amount of qualitative information about the learning skills of the test-taker. This chapter reviews the multiple models and methods of DA and the work that has been done to develop tools to assess language skills in first language learners.

Dynamic Assessment of Learning Potential: Inter-Rater Reliability of Deficient Cognitive Functions, Types of Mediation, and Non-Intellective Factors

2000 ◽  
Vol 1 (1) ◽  
pp. 40-64 ◽  
Author(s):  
David Tzuriel ◽  
Marilyn T. Samuels
Keyword(s):  
Learning Disabilities ◽  
Cognitive Functions ◽  
Dynamic Assessment ◽  
General Tendency ◽  
Training Phase ◽  
Learning Potential ◽  
Testing Situation ◽  
Normally Achieving ◽  
Assessment Of Learning ◽  
Mental Handicaps

The objective of this study was to investigate the reliability of three major domains of individual dynamic assessment (DA): (a) deficient cognitive functions (DCF), (b) types of mediation given during DA, and (c) non-intellective factors. A sample of 35 young adolescents was administered eight tests from the Learning Potential Assessment Device (LPAD) (Feuerstein, Rand, & Hoffman, 1979). The sample was composed of children diagnosed with learning disabilities and educable mental handicaps, and normally achieving children. The DA procedure for each case was videotaped for 8 to 15 hours and later rated for the three main domains. Results in general showed moderate reliability scores for DCF and mediational strategies and lower reliability scores for the non-intellective factors (NIF). Separate analyses were carried out for ratings which include a 0 category (examiners could not observe a behavior) and ratings without a 0 category. The results showed a general tendency for higher agreement among raters when the 0 category was removed. In type of mediation, ratings were similar with or without the 0 rating only in the training phase, when agreement was higher in approximately 10% of categories when 0 ratings were included than when not. These results were explained by referring to the interaction of type of task and phase of testing (situation) interaction.

Development of the Learning Potential Computerised Adaptive Test (Lpcat)

2005 ◽  
Vol 35 (4) ◽  
pp. 717-747 ◽  
Author(s):  
Marié de Beer
Keyword(s):  
South Africa ◽  
Item Response Theory ◽  
Item Response ◽  
Dynamic Assessment ◽  
Dynamic Test ◽  
Reasoning Ability ◽  
Learning Potential ◽  
Adaptive Test ◽  
Assessment Of Learning ◽  
Testing Technology

An overview of the development of a dynamic test for the measurement of learning potential — the Learning Potential Computerised Adaptive Test (LPCAT) — is provided. The test was developed in South Africa with a view to providing information on the present and potential future level of general non-verbal figurai reasoning ability for persons from different backgrounds in a way that is fair to all concerned. Multicultural samples were used in its development and standardisation. Item response theory principles and computerised adaptive testing technology addressed many of the earlier measurement problems in the dynamic assessment of learning potential and made possible the construction of a psychometrically sound, yet time-efficient and practically useful tool for the measurement of learning potential in multicultural contexts.

scholarly journals Enhancing learning potential score in EFL listening comprehension and self-regulation through self-regulated dynamic assessment procedures

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Parisa Abdolrezapour ◽  
Nasim Ghanbari
Keyword(s):  
Listening Comprehension ◽  
Comparison Group ◽  
Dynamic Assessment ◽  
Self Regulation ◽  
Control Group ◽  
Assessment Procedure ◽  
Learning Potential ◽  
Theoretical Understanding ◽  
Efl Learners ◽  
Assessment Procedures

AbstractThis study aimed to integrate self-regulation strategies into dynamic assessment procedures of listening comprehension in an EFL setting and examine the possibility of raising EFL students’ listening comprehension and self-regulation skills. In addition, it explored the possibility of enhancing EFL learners’ potential scores in listening comprehension and self-regulation through applying self-regulation activities as a tool for motivating learners while being assessed. The assessment procedure was based on Vygotsky’s notion of the zone of proximal development and self-regulated intervention. The participants were 49 Iranian EFL learners in three groups: a control group, which received the institute’s regular instructional activities; a comparison group, which received dynamic assessment (DA); and an experimental group which received self-regulated dynamic assessment (SR-DA) procedures, in the form of an intervention focusing on cognitive, emotional, and behavioral self-regulation states of learners. Results of the study pointed to the potential of SR-DA for enhancing the students’ learning potential over and beyond that which is available from the DA (as offered to the comparison group) and the static testing (as offered to the control group). The results have important implications for a theoretical understanding of the mechanisms through which EFL learners develop necessary self-regulation skills in the EFL context.

Comparison of Two Methods for Promoting Productive Vocabulary in Late Talkers

1993 ◽  
Vol 36 (5) ◽  
pp. 1037-1050 ◽  
Author(s):  
Susan Ellis Weismer ◽  
Jamie Murray-Branch ◽  
Jon F. Miller
Keyword(s):  
Dynamic Assessment ◽  
Treatment Method ◽  
Single Subject ◽  
Learning Potential ◽  
Treatment Methods ◽  
Alternating Treatments Design ◽  
Late Talkers ◽  
Individual Instruction ◽  
Lexical Learning

This investigation compared the effectiveness of two language treatment methods, modeling versus modeling plus evoked production, in promoting productive vocabulary in three toddlers identified as late talkers. A single-subject alternating treatments design was employed in this study in which different sets of words were taught under the two treatment methods during group and individual instruction. Some evidence of differential patterns of response to the treatment types was found for two subjects, but the subjects differed as to which particular treatment method was associated with better performance. Neither treatment method was effective for the third subject. Dynamic assessment measures were only marginally useful in predicting overall lexical learning potential in these subjects, and did not predict response to the two teaching methods. Implications of these results are discussed with regard to the role of language intervention for late talkers.

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