Bridging the Gap Between Diagnostic Assessment and Classroom Practice

2008 ◽  
Vol 7 (2) ◽  
pp. 174-198 ◽  
Author(s):  
Tirza Bosma ◽  
Wilma C. M. Resing
Keyword(s):  
Classroom Practice ◽  
Teaching Practice ◽  
Dynamic Assessment ◽  
Inductive Reasoning ◽  
Dynamic Test ◽  
First Grade ◽  
Learning Potential ◽  
Static Test ◽  
Traditional Assessment ◽  
Raven's Progressive Matrices

This study was designed to investigate teachers’ opinions of and responses to reports and recommendations based on dynamic assessment or traditional assessment as part of a psychodiagnostic procedure. One hundred six typical first grade elementary school children participated, as well as their 18 teachers, distributed over an experimental, semi-control and control condition. Children were administered either a dynamic test (Learning Potential Test for Inductive Reasoning) or a static test (Raven’s Progressive Matrices). Teachers were observed and interviewed and asked to estimate the learning potential for each child, prior to assessment as well as after recommendations, to assess possible changes and determine their responses to the provided reports and recommendations. Results showed teachers’ appreciation for specific contents of the dynamic assessment reports (e.g., learning potential, need for and type of instruction). Teachers rated most recommendations as applicable and even changed some aspects of their teaching practices in response to recommendations; suggesting that dynamic assessment provides the tools to link assessment to teaching practice.

Teacher’s Appraisal of Dynamic Assessment Outcomes: Recommendations for Weak Mathematics-Performers

2010 ◽  
Vol 9 (2) ◽  
pp. 91-115 ◽  
Author(s):  
Tirza Bosma ◽  
Wilma C.M. Resing
Keyword(s):  
Dynamic Assessment ◽  
Dynamic Test ◽  
Teaching Experience ◽  
Standard Test ◽  
Second Grade ◽  
Personal Factors ◽  
Learning Potential ◽  
Math Difficulties ◽  
Assessment Reports

This study investigated teachers’ evaluations of reports and recommendations, based on outcomes of dynamic assessment, regarding their second grade pupils with math difficulties. Thirty-one teachers and 116 pupils assigned to an experimental or control condition participated. Reports for children were based on administrated math and memory tasks and either a dynamic test (Seria-Think Instrument) or standard test (Raven PM). Teachers were observed, interviewed, rated the learning potential at two moments, and evaluated specific dynamic assessment information in a follow-up questionnaire. Results showed that teachers valued the dynamic assessment reports and recommendations overall as meaningful, as did teachers reading static reports. Learning potential ratings appeared to be affected by the reports. Dynamic assessment information and recommendations were valued as applicable for constructing individual educational plans; personal factors (seniority and teaching experience) appeared of influence. To realize the potential of dynamic assessment, it is recommended to make dynamic assessment part of teacher’s curriculum.

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 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.

Enhancing EFL Teachers’ Pronunciation Pedagogy Through Professional Learning: A Vietnamese Case Study

RELC Journal ◽  
2020 ◽  
pp. 003368822095247
Author(s):  
Loc Tan Nguyen ◽  
Jonathan Newton
Keyword(s):  
Professional Learning ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Teaching Skills ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
The Impact

The role of teacher professional learning (TPL) in assisting teachers to teach pronunciation in English as a second/foreign language (ESL/EFL) contexts has received little attention. The study reported in this paper extends this line of research by investigating how six EFL teachers at a Vietnamese university transform and integrate the pronunciation pedagogical knowledge they received from a TPL workshop into teaching practice. It then examines the teachers’ perceptions of the impact of the workshop on their knowledge gains and pronunciation teaching skills. Data were collected from seven lesson plans designed by the teachers, video recordings of 24 subsequent classroom observations, and six individual semi-structured interviews. The study adopted a content-based approach to qualitative data analysis. The findings show that the teachers were all able to translate TPL into classroom practice of pronunciation teaching. The findings further show that workshops designed and implemented in accordance with research-based TPL principles can be effective for promoting teachers’ knowledge of pronunciation pedagogy and refining their pronunciation teaching skills. The study has implications for ESL/EFL teachers’ professional development in pronunciation teaching.

Dynamic Fracture Toughness Testing for Welding Part of Nuclear Piping Using Normalization Data Reduction Technique

2006 ◽  
Vol 306-308 ◽  
pp. 73-78
Author(s):  
Yong Huh ◽  
Hyung Ick Kim ◽  
Chang Sung Seok
Keyword(s):  
Fracture Toughness ◽  
Dynamic Fracture ◽  
Data Reduction ◽  
Dynamic Test ◽  
Dynamic Fracture Toughness ◽  
Reduction Technique ◽  
Fracture Toughness Test ◽  
Static Test ◽  
Welding Part ◽  
Data Reduction Technique

In this study, we performed the static test of nuclear piping materials by the unloading compliance method and the normalization data reduction technique and obtained two fracture resistance curves (J-R curves). The two curves were similar, which proves that the normalization data reduction technique can be adopted in the static test. Then we performed the dynamic fracture toughness test for welding part of nuclear piping. The J-R curves were obtained from the dynamic test by the normalization data reduction technique and were compared to those of the static test results.

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 Teachers’ reflecting on professional knowledge in the numeracy (mathematics) classroom

2020 ◽  
Vol 20 ◽  
Author(s):  
Judith Mills
Keyword(s):  
New Zealand ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Mathematics Classroom ◽  
Professional Knowledge ◽  
Ministry Of Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Effective Pedagogy ◽  
Teaching Learning

New Zealand primary school teachers are expected to regularly reflect on their teaching practice in order to consider the implications of past teaching on future planning. Aligned to teachers’ ongoing reflection, the New Zealand Curriculum (Ministry of Education, 2007) contains a section on effective pedagogy—teacher actions promoting student learning, which includes a Teaching as Inquiry Cycle (pp. 34–35). Embedded within their inquiry, teachers consider the teaching-learning relationship and often turn to frameworks of knowledge for guidance. This article shares the implications of using a framework of teacher knowledge in research. While the framework used contained much detail for the researcher, it overlapped categories and at the same time lacked acknowledgement of some important concepts for teachers in classroom practice. Findings from using a framework in this research were combined with findings from previous research to formulate the Wheel of Professional Knowledge, which was developed for mathematics teachers to use when reflecting on their practice.

scholarly journals Beyond policy narratives: exploring the role of pedagogical beliefs in classroom practices of secondary school Civics and Ethical Education teachers

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Alemayehu Habte ◽  
Alemayehu Bishaw ◽  
Meskerem Lechissa
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Classroom Practice ◽  
Classroom Practices ◽  
Teaching Practice ◽  
Addis Ababa ◽  
Pedagogical Beliefs ◽  
Ethical Education ◽  
Policy Narratives

AbstractIn Ethiopia, secondary school Civics and Ethical Education has been offered to students with prime objective of producing competent and rational citizens. While policy narratives advocate constructivist pedagogy for achieving this goal of the curriculum, the reality on the ground hints that the subject is far behind achieving its stated goal. In line with this, teachers’ role in implementing the curriculum cannot be understated. Teachers are policy actors who implement the official curriculum. Their classroom practice; however, is largely dependent on their pedagogical beliefs. To this end, this study aimed at examining the role of secondary school Civics and Ethical Education teachers’ pedagogical beliefs in their perceived classroom practices vis-à-vis selected demographic variables. The study was conducted using correlational design participating 324 Civics and Ethical Education teachers from 43 government and private secondary schools in Addis Ababa city. Two-way multivariate analysis of variance and multiple regression were used to analyze the data. The regression analysis revealed that teachers' pedagogical beliefs explained 45.8% of the variance in classroom practice. Teachers were also found to have strong constructivist belief, even though they do not completely reject traditional belief per se. Their constructivist practice is; however, below the expected level, suggesting the interplay of contextual factor(s) which should be further studied. The findings implied the need to redefine continuous professional programs with emphasis on reflective teaching practice and improve climate of secondary schools.

scholarly journals Lengthening But Not Shortening History of Paraspinal Muscle Spindles in the Low Back Alters Their Dynamic Sensitivity

2011 ◽  
Vol 105 (1) ◽  
pp. 434-441 ◽  
Author(s):  
Dong-Yuan Cao ◽  
Joel G. Pickar
Keyword(s):  
Spinous Process ◽  
Dynamic Test ◽  
Muscle Spindles ◽  
Intermediate Position ◽  
Paraspinal Muscle ◽  
Low Back ◽  
Mean Velocity ◽  
Static Test ◽  
Velocity Sensitivity ◽  
Movement History

Proprioception is considered important for maintaining spinal stability and for controlling posture and movement in the low back. Previous studies demonstrate the presence of thixotropic properties in lumbar muscle spindles, wherein a vertebra's positional history alters spindle responsiveness to position and movement. This study investigated whether a vertebra's movement history affects the velocity sensitivity of paraspinal muscle spindles in the low back. Afferent activity from multifidus and longissimus muscle spindles was recorded in the L6 dorsal root in 30 anesthetized cats. To alter movement history, a feedback-controlled motor attached to the L6 spinous process held (conditioned for 4 s) the L6 vertebra at an intermediate position or at positions that either lengthened or shortened the muscles. With the vertebra returned to the intermediate position, resting spindle discharge was measured over the next 0.5 s (static test) and then during a dynamic test consisting of ramp vertebral movement at four velocities (0.2, 0.5, 1.0, 2.0 mm/s). Spindle activity during the tests was measured relative to hold-intermediate. For both tests, hold-long decreased and hold-short increased muscle spindle responsiveness. For the static test position responsiveness was not different among the velocity protocols for either hold-long or hold-short ( P = 0.42 and 0.24, respectively). During the dynamic test, hold-long conditioning significantly decreased [ F(3,119) = 7.99, P < 0.001] spindle responsiveness to increasing velocity. Mean velocity sensitivity was 4.44, 3.39, and 1.41 (impulses/s)/(mm/s) for the hold-short, hold-intermediate, and hold-long protocols, respectively. The nearly 2.5-fold decrease in velocity sensitivity following hold-long was significantly less than that for either hold-intermediate ( P = 0.005) or hold-short conditioning ( P < 0.001). Hold-short conditioning had little effect on velocity responses during the dynamic test [ F(3,119) = 0.23, P = 0.87]. In conclusion, only movement histories that stretch but not shorten muscle spindles alter their velocity sensitivity. In the low back, forward flexion and lateral bending postures would likely be the most provocative.

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