Applications and Challenges in Dynamic Assessment

Haywood, H. Carl; Tzuriel, David

doi:10.1207/s15327930pje7702_5

Cited by 72 publications

(45 citation statements)

References 27 publications

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“…The longterm measures served as a type of dynamic assessment (Bransford & Schwartz, 1999;Haywood & Tzuriel, 2002), measuring the students' ability to transfer their learning to authentic instructional situations rather than operating within the sequestered setting of standard tests.…”

Section: Design and Proceduresmentioning

confidence: 99%

Improving classroom learning by collaboratively observing human tutoring videos while problem solving.

Craig

Michelene

VanLehn

2009

Journal of Educational Psychology

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Collaboratively observing tutoring is a promising method for observational learning (also referred to as vicarious learning). This method was tested in the Pittsburgh Science of Learning Center's Physics LearnLab, where students were introduced to physics topics by observing videos while problem solving in Andes, a physics tutoring system. Students were randomly assigned to three groups: (a) pairs collaboratively observing videos of an expert human tutoring session, (b) pairs observing videos of expert problem solving, or (c) individuals observing expert problem solving. Immediate learning measures did not display group differences; however, long-term retention and transfer measures showed consistent differences favoring collaboratively observing tutoring.

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Section: Design and Proceduresmentioning

confidence: 99%

Improving classroom learning by collaboratively observing human tutoring videos while problem solving.

Craig

Michelene

VanLehn

2009

Journal of Educational Psychology

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“…ynamic Assessment (DA) is a subset of interactive assessment that involves purposeful and intended meditational teaching and the assessment of the ramification of that teaching on succeeding performance [1]. Its historical roots go back to Vygotsky and Feuerstein.…”

Section: Introductionmentioning

confidence: 99%

“…c. The best test of any performance is a sample of that performance. d. There are many impediments that can mask one's ability; when the obstacles are eliminated, greater ability than was suspected is often unveiled [1].…”

Section: Introductionmentioning

confidence: 99%

Dynamic Assessment of a Schizophrenic Foreign Language Learner

Ebadi

Naderifarjad

2017

IRJ

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Objectives: This case study highlights the applicability of Dynamic Assessment (DA) in exploring the cognitive development and intellectual functioning of a schizophrenic foreign language learner. Methods:The general analytical framework of study to unmask the changes in the learner's competence is Microgenesis.Results: Analysis of the findings not only supports the Vygotskian view regarding the significance of meditational tools in uncovering the masked intelligence and cognitive ability but also provides implications for assessing and teaching of schizophrenic students.Discussion: This case study demonstrated how DA by meditational moves including the presence of mediator, mnemonics, thought-provoking questions, and translation can overcome cognitive and behavioral impairment.

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“…Static assessment refers to the conventional methods of establishing the extent of learning that has taken place over a given period of time or of particular subject matter in a once-off, noninterventionist assessment context (Lidz 1987;Haywood and Brown 1990;Haywood and Tzuriel 2002;Tzuriel and Shamir 2002;Bouwer 2011). It is the traditional form of assessment that does not permit the intervention of the examiner or interaction between any of the parties involved.…”

Section: Introductionmentioning

confidence: 99%

“…Static assessment usually takes the form of pencil and paper tests with a regulated procedure and a set time frame for completion. There are usually strict rules governing conduct during these tests (Lidz 1987;Haywood and Brown 1990;Haywood and Tzuriel 2002;Tzuriel and Shamir 2002). Assessment used in mainstream education, whether formative or summative, is usually static assessment in terms of form, design, process and use.…”

Section: Introductionmentioning

confidence: 99%

Experiences of Assessment and ‘Affect’ in the Teaching and Learning of English Second Language Learners in Nigeria

Omidire

Adeyemo

2015

International Journal of Educational Sciences

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In classroom situations teachers speak of learners' motivation or lack thereof and its relationship with achievement. The present study explored the influence of affect (attitudes, motivation and emotions) on the assessment and performance of English second language learners who lack proficiency in the language of teaching and learning in mainstream classrooms in Nigeria. The methods used included observation of test taking behaviours, post-test debriefing and mediation. The findings revealed how learners' perceptions of the language of learning and assessment practices shaped their attitudes towards learning and in extreme cases schooling as whole. However, some of the participants lacked motivation; appeared apathetic and there were indications of an emotional block against academic learning. The study is informative in terms of how these English second language learners react to the challenges posed by lack of proficiency in the language of teaching, learning and assessment and the practices of their teachers in the classroom. There is need for intervention to prevent affect from further compounding the challenges of learning in an additional language.

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Applications and Challenges in Dynamic Assessment

Cited by 72 publications

References 27 publications

Improving classroom learning by collaboratively observing human tutoring videos while problem solving.

Improving classroom learning by collaboratively observing human tutoring videos while problem solving.

Dynamic Assessment of a Schizophrenic Foreign Language Learner

Experiences of Assessment and ‘Affect’ in the Teaching and Learning of English Second Language Learners in Nigeria

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