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.

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.

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.

Dynamic Assessment: the Spanish Version of the Application of Cognitive Functions Scale

2014 ◽  
Vol 17 ◽  
Author(s):  
Sara Mata ◽  
M. Dolores Calero
Keyword(s):  
Predictive Validity ◽  
Cognitive Functions ◽  
Dynamic Assessment ◽  
Educational Assessment ◽  
Criterion Validity ◽  
Spanish Version ◽  
Learning Potential ◽  
Potential Index ◽  
Second Year

AbstractFor the last 30 years, the sphere of educational assessment has been giving consideration to methodology that would focus on the processes more than on the final results obtained. Dynamic Assessment has appeared within this context, making it possible to assess a child’s ability to improve on a certain task after receiving mediated training. One of the techniques developed to assess the learning potential of preschoolers is the Application of Cognitive Functions Scale (ACFS: Lidz & Jepsen, 2003). The objective of this study was to verify the criterion validity of the Spanish version of the ACFS which was applied to 87 children in the second year of preschool, at which time a learning potential index was obtained for each child. Two years later, the children were reassessed with respect to intelligence, metacognition and scholastic aptitudes. Results showed that learning potential presented evidences of predictive validity regarding to the progression showed on the Kaufman Brief Intelligence Test’s (K-BIT: Kaufman & Kauffman, 1994) matrices subtest (p = .04, η2 = .04) and on the evaluation subtest of the metacognition questionnaire (p = .02, η2 = .05). Results also showed significant differences between groups on the visual-perceptive aptitude subtest (p = .01) in favor of the children classified as learners.

The Application of the Boder Test of Reading-Spelling Patterns To the Assessment of Learning Disabilities in French Immersion Poor Readers

1988 ◽  
Vol 4 (1) ◽  
pp. 61-70
Author(s):  
Corrinne A. Wiss ◽  
Wendy Burnett
Keyword(s):  
Learning Disabilities ◽  
Assessment Tool ◽  
French Immersion ◽  
Poor Readers ◽  
Reading Problems ◽  
Good Readers ◽  
Spelling Errors ◽  
Assessment Of Learning ◽  
Good And Poor Readers

The Boder Test of Reading-Spelling Patterns (Boder & Jarrico, 1982) is a widely used method for screening and defining reading problems at the level of the word. In order to apply this method in another language, in this case French, criteria for determining what constitutes a good phonetic equivalent for a misspelled word are required. It is essential to know which errors differentiate good and poor readers since errors that are commonly made by good readers are not diagnostic. This paper reports guidelines which have been developed by analyzing spelling errors in a sample of good and poor French immersion readers. These criteria for good phonetic equivalents can be applied, along with the method outlined in the Boder test manual, and used as an assessment tool for screening decoding and encoding problems in French immersion children. When used in conjunction with the English test, the assessment provides bilingual comparisons and guidelines for remedial programming.

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.

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