Assessing Potential for Learning in School Children

2020 ◽  
Author(s):  
Wilma C. M. Resing ◽  
Julian G. Elliott ◽  
Bart Vogelaar
Keyword(s):  
Dynamic Testing ◽  
Dynamic Assessment ◽  
Assessment Process ◽  
Cognitive Tasks ◽  
Principal Characteristic ◽  
Static Test ◽  
Static Assessment ◽  
Assessment And Testing ◽  
Dynamic Measures ◽  
Assessment Procedures

Dynamic assessment and dynamic testing are aspects of an umbrella concept, denoting a variety of different assessment and testing forms that incorporate feedback, hints, or training in the assessment process, and aim to measure a child’s progress when solving cognitive tasks and in doing so provide an indication for his or her cognitive potential for learning. Psychological and psychoeducational assessment is often applied in educational settings. Most of the instruments used in such assessments have a static nature; instruction is mainly restricted to telling a child what he or she has to do, and the main focus is on the outcomes of testing. The principal characteristic of dynamic assessment and testing, on the contrary, is that children are explicitly provided with feedback, prompts, or training intended to enable them to show progress when solving cognitive tasks. Where in static assessment the test outcomes are considered to measure that which a child already knows and has acquired so far, dynamic assessment procedures focus both upon potential learning progression and, in some cases, the underlying cognitive processes. Dynamic measures are developed to assess developing or yet-to-develop abilities in a setting in which the assessor helps the child to solve the tasks and teaches the child how to solve these tasks more independently. Consequently, dynamic assessment measures are primarily focused on a child’s potential for learning, rather than on past learning experiences, and likely provide a better indication of a child’s level of cognitive functioning than conventional, static test scores do separately or in combination with other instruments. Dynamic assessment formats can be very different from each other, ranging from individually based forms of mediation, often called dynamic assessment, to active scaffolding and highly standardized procedures, offered to groups or individuals, often called dynamic testing. Dynamic assessment and testing can be applied in very different settings and be influenced by many factors. In an educational setting, outcomes of dynamic testing and assessment could, in principle, provide educational psychologists or teachers with information regarding learning outcomes during these forms of intervention.

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.

scholarly journals Dynamic testing: Practical solutions to some concerns

2006 ◽  
Vol 32 (4) ◽  
Author(s):  
Marié De Beer
Keyword(s):  
Measurement Accuracy ◽  
Dynamic Testing ◽  
Dynamic Assessment ◽  
Learning Potential ◽  
Dynamic Learning ◽  
Research Results ◽  
Accuracy Of Measurement ◽  
Assessment Measures ◽  
Dynamic Measures ◽  
Potential Test

Although the concept of dynamic testing is generally well supported, some concerns have been raised about the general and more widespread practical application and use of these procedures. The main problem areas that have been noted are the amount of time needed to administer dynamic assessment measures (compared with standard tests), the lack of standardisation of procedures (impacting on the accuracy of measurement and interpretation) and the limited validity information available for dynamic measures. This article provides background on and research results of the Learning Potential Computerised Adaptive Test (LPCAT), a dynamic learning potential test. The methodology used in this instrument addresses some of the concerns that have been noted about dynamic assessment, namely the use of standardised procedures; the improvement of measurement accuracy with the use of Item Response Theory (IRT); and the use of Computerised Adaptive Testing (CAT) to improve the time efficiency of dynamic testing and obtaining empirical research results for construct and predictive validity.

scholarly journals Dynamic and Static Assessment of Phonological Awareness in Preschool: A Behavior-Genetic Study

2011 ◽  
Vol 44 (4) ◽  
pp. 322-329 ◽  
Author(s):  
William L. Coventry ◽  
Brian Byrne ◽  
Richard K. Olson ◽  
Robin Corley ◽  
Stefan Samuelsson
Keyword(s):  
Phonological Awareness ◽  
Dynamic Assessment ◽  
Dynamic Test ◽  
Shared Environment ◽  
Static Tests ◽  
Nonshared Environment ◽  
Static Assessment ◽  
Twin Children ◽  
Dynamic Measures ◽  
Kindergarten Reading

The genetic and environmental overlap between static and dynamic measures of preschool phonological awareness (PA) and their relation to preschool letter knowledge (LK) and kindergarten reading were examined using monozygotic and dizygotic twin children (maximum N = 1,988). The static tests were those typically used to assess a child’s current level of PA such as blending and elision, and the dynamic test included instruction in phoneme identity to assess the child’s ability to respond to this instruction. Both forms were influenced by genes and by shared and nonshared environment. The static and dynamic versions were influenced by the same genes, and part of the total genetic influence was shared with LK. They were subject to both overlapping and independent shared environment influences, with the component in common also affecting LK. Nonshared environment influences were mostly independent. Scores from dynamic assessment added only minimally to variance explained in kindergarten reading after LK and static assessment had been factored in. Although one of the genetic factors that influenced both forms of PA also affected kindergarten reading, it was only the one shared with LK. The authors conclude that dynamic assessment of PA in preschool offers little advantage over the more commonly used static forms, especially if LK scores are available, although they acknowledge its potential in cases of preschool educational disadvantage.

Dynamic Assessment of Cognitive Rehabilitation Potential in Schizophrenic Persons and in Elderly Persons With and Without Dementia

2001 ◽  
Vol 17 (2) ◽  
pp. 112-119 ◽  
Author(s):  
Karl H. Wiedl ◽  
Henning Schöttke ◽  
M. Dolores Calero Garcia
Keyword(s):  
Cognitive Rehabilitation ◽  
Clinical Training ◽  
Dynamic Assessment ◽  
Verbal Learning ◽  
Verbal Working Memory ◽  
Wisconsin Card Sorting Test ◽  
Elderly Persons ◽  
Card Sorting ◽  
Static Test ◽  
Rehabilitation Potential

Summary: Dynamic assessment is a diagnostic approach in which specific interventions are integrated into assessment procedures to estimate cognitive modifiability. The study investigates the utility of this approach in persons with compelling rehabilitational needs. Samples of schizophrenic patients and of elderly with and without dementia were assessed with dynamic versions of the Wisconsin Card Sorting Test and the Auditory Verbal Learning Test. Both tests were administered by applying specific procedures of verbal mediation designed to increase performance. Results demonstrated superior predictive validity with regard to proficiency in a clinical training in schizophrenic subjects and better discrimination of nondemented and demented elderly with the help of dynamic measures compared to static test scores. Subsequent correlational analyses indicated that, for both tests, performance change following intervention is related to the processing of verbal context information. Results are discussed with respect to the concept of verbal working memory as one component of the patients' rehabilitation potential.

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.

scholarly journals Locally Developed Oral Skills Evaluation in ESL/EFL Classrooms: A Checklist for Developing Meaningful Assessment Procedures

2003 ◽  
Vol 21 (1) ◽  
pp. 79 ◽  
Author(s):  
David N. Ishii ◽  
Kyoko Baba
Keyword(s):  
Contextual Factors ◽  
Assessment Process ◽  
Assessment Procedure ◽  
Learner Performance ◽  
Course Objectives ◽  
Efl Teachers ◽  
Efl Classrooms ◽  
Assessment Procedures ◽  
Oral Skills ◽  
The Impact

This article explores how teachers, students and other stakeholders collaboratively develop classroom-based assessment procedures for the evaluation of oral skills. By considering crucial issues in assessment such as validity, teacher-learner collaboration, and contextual factors, the authors provide a checklist that will help ESL/EFL teachers develop meaningful assessment procedures for their own classrooms. The checklist addresses 16 questions worth considering in five test-developing stages: (a) identification of course objectives; (b) identification of skills, strategies, tasks and content; (c) design of rating procedures; (d) interpretation of learner performance; and (e) reflection on the impact of the assessment procedure. In all the stages the authors emphasize the significance of involving students in the assessment process, which promotes students' responsibility for their own learning.

Implementation of the START:AV in a secure adolescent service

2014 ◽  
Vol 16 (3) ◽  
pp. 184-193 ◽  
Author(s):  
Marilyn A. Sher ◽  
E. Gralton
Keyword(s):  
Dynamic Assessment ◽  
Implementation Process ◽  
Quantitative Information ◽  
Content Type ◽  
Measure Change ◽  
The One ◽  
The Uk ◽  
Assessment Procedures ◽  
Practical Implications ◽  
Multi Disciplinary Team

Purpose – The purpose of this paper is to establish gaps in training, involve staff in the implementation process by incorporating their views on what is helpful and what can be improved, as well as provide information that might be helpful to other sites who are considering implementing the START:AV. Design/methodology/approach – The current study is the first to examine a START:AV implementation and survey a multi-disciplinary team on their views about implementation in a medium secure service for adolescents in the UK. The survey was adapted from the one used by Collins et al. (2008). Once surveys were received the qualitative information was collated to explore themes, and frequency analysis was undertaken on the quantitative information. Findings – The staff survey on the implementation of the START:AV highlighted a number of strengths and challenges. There was significant support for the START:AV in relation to it being a dynamic assessment to measure change, that focuses equally on strengths and vulnerabilities, making the process individualised. Users of the START:AV reported that the process of rating the START:AV as a team improved communication, teamwork, generated discussion and improved the detailed understanding of the patient being rated. Staff felt it was generally straightforward to use in terms of strengths and vulnerability ratings, but some difficulties emerged regarding making finer distinctions in ratings as well as completing risk formulations, highlighting further training needs. There was also some confusion about differentiating between certain strengths and vulnerabilities, leading to “double ratings”. Other difficulties highlighted centred on time and increasing workload. Research limitations/implications – The main limitation of the study relates to the low response rate to the survey (31 per cent). Practical implications – Recommendations for implementation and evaluation of new risk assessment procedures are made. Originality/value – The current study is the first to examine a START:AV implementation and survey a multi-disciplinary team on their views about implementation in a medium secure service for adolescents in the UK.

scholarly journals The Significance of Non-traditional and Alternative Assessment in English Language Teaching: Evidence From Literature

2020 ◽  
Vol 12 (5) ◽  
pp. 210
Author(s):  
Mazin Mansory
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Alternative Assessment ◽  
Language Teaching ◽  
Peer Assessment ◽  
Dynamic Assessment ◽  
Assessment Methods ◽  
Self Assessment ◽  
Traditional Assessment ◽  
Static Assessment

Assessment is an integral part of teaching and learning in educational organizations that requires teachers to prepare tests in order to evaluate their learners’ performance. In language teaching contexts, traditional assessment often evaluates learners’ knowledge of previously learned language items. It is a mandatory process that determines the progress of language learners and the effectiveness of teaching/learning materials. This theoretical article reviews the literature on the notion of traditional assessment or static assessment which has certain shortcomings. Owing to the various drawbacks of static assessment, the review of related literature on the topic highlights and proposes alternative assessment methods, such as authentic assessment, dynamic assessment, peer assessment, and self-assessment.  In contrast to traditional assessment, these different forms of alternative assessment share a common purpose that is to provide language learners with an opportunity to reflect on their strengths and weaknesses and set their future learning goals. The most common of the assessment methods that encourage learners' reflection were peer assessment and self-assessment which involve learners to assess their own progress as well as engage with peers in classrooms to give each other feedback on their language learning tasks assigned by teachers. The studies reviewed in this article illustrate that alternative assessment methods in the form of peer and self-assessment have a positive influence on the language learners' performance and their learning outcomes. 

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