Dynamic Assessment in Inclusive Elementary Education: A Systematic Literature Review of the Usability, Methods, and Challenges in the Past Decade

Abstract

Dynamic Assessment (DA) provides alternative strategies for assessing children in inclusive education but hasn’t been widely incorporated in teacher education as a tool for mediating learning in special education. This systematic literature review investigates empirical studies reported in the last decade to provide a comprehensive overview of the applications DA in inclusive elementary education, reviewing common methodologies and tools, challenges, and recommended solutions to develop DA. In the final analysis, 24 articles published between 2010- 2021 met the study’s inclusion criteria. Results indicate that DA is mainly used to identify students’ educational needs, predict students’ future performance and responsiveness to intervention, and assess academic development, but rarely to guide intervention, inform instruction, or develop individual educational planning. DA is mainly used by trained researchers and their assistants, instead of teachers, despite its relevance to educational processes. Challenges employing DA and recommendations for developing its practice are critically discussed.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0046/a.php" alt="Hit counter" /></p>

A Narrative Review of the Sociotechnical Landscape and Potential of Computer-Assisted Dynamic Assessment for Children with Communication Support Needs

“…Research into the advancement of DA as a meaningful tool in special education implies that its uptake and significant potential advantages for child learners with CSN remain largely untapped [18,19]. Reasons for this are complex and manifold in accord with many challenges in this domain [16], and-as this review will posit-may require a holistic understanding and multi-faceted solution to be instituted for fruitful progress to be achieved.…”

“…Others have concurred [95], including later researchers such as Reid and Schaefer [96], who investigated and promoted the therapeutic possibilities of physical interactions within game play, with fun and playfulness being another recognised catalyst towards skills and knowledge acquisition, most notably in the pioneering work of early 20th century educator Maria Montesorri [8,97]. The link between perception and cognition appears clear [19,95], with Verhaegh observing that the "manipulation of objects can support the child in constructing mental representations of the world around him or her, and in creating knowledge about physical events" [22]. The reason for this may be the advantages three-dimensional forms can offer in constructing knowledge through cumulative modes of information, stimulating additional senses such as proprioceptive perception in a way that less modally-rich materials such as "flat" 2D visual representations cannot [95].…”

“…Any teacher subsequently plotting an instructional trajectory for this student would be wise to regard such results with caution, with high risk of underestimation of the learner's potential and an IEP that neither reflects their abilities nor meets their needs [18]. This deficiency in the "one size fits all" efficacy of traditional assessment approaches, undermining the predictive validity of such tests for a significant and mutable minority of students, has fuelled the development of dynamic assessment in education [8,19].…”

“…And yet, as indicated in the introduction to this paper, uptake of DA by practitioners is limited to an extent that is inevitably damaging for many children who could benefit from the improved targeting of pedagogical support that it might deliver, but for whom it remains frustratingly out of reach [18,19]. The literature suggests there remain legitimate logistical barriers to wider traditional DA access, including the following:…”

“…Broadly, it sets out to achieve this by leveraging integrated training to more accurately assess a child's responsiveness to a learning opportunity, rather than asking what they have learned before [9]. However, to date DA has seen limited uptake, and therefore impact, upon the practices of clinicians and educationalists [18,19]. As an approach, effective DA administration is thought to be more time-consuming and therefore costly to execute, requiring additional assessment points, sophisticated mediation (in this context, mediation refers to the manner in which a teacher, for example, curates their learner's journey, inspiring pedagogical growth by tailoring and reinforcing exposure to new concepts under careful and personalised supervision), and an extended focus on support [20].…”