Dynamic Assessment of Young Children

Abstract

The first aspect is characterized by the use of three-dimensional test materials that contain gamelike features rather than the two-dimensional features of the paper-and-pencil instruments used in other systems of static assessment and DA (i.e., the LPAD). The gamelike materials were found to be potent in attracting and maintaining the child's attention and motivating him or her toward exploratory task-intrinsic behavior. The examiner allows the child to manipulate the test's components, change the answer parts, and rearrange them until he or she reaches convenience level and is satisfied with the answer. Experience shows that despite the gamelike nature of the instruments, the "naive" and simple look of the problems, and the concrete operations stage of the child, the problems presented require a high level of abstraction and thinking. 63 D. Tzuriel, Dynamic Assessment of Young Children

Gender Differences in Spatial Ability of Young Children: The Effects of Training and Processing Strategies

“…Analysis of the type of activities in the program shows that they help in expanding visuospatial working memory skills found to be crucial for mental rotation tasks (Coluccia & Louse, 2004). The choice of program is also appropriate to Tzuriel's (2000aTzuriel's ( , 2000bTzuriel's ( , 2001 approach, according to which concrete manipulations used with young children can serve as a ''bridge'' for complex mental manipulations.…”

“…The objectives were to investigate the interactive effects of gender, treatment, and task characteristics on spatial abilities tasks using a dynamic assessment (DA) procedure (Haywood & Lidz, 2007;Lidz & Elliott, 2000;Sternberg & Grigorenko, 2002;Tzuriel, 2001). The treatment was composed of teaching children to preserve the whole pattern of a model at different positions in space.…”

Testing Strategies Involving Least Biased Language Assessment of Bilingual Children

“…A second proposed solution to the issue of least biased assessment is dynamic assessment (Bain & Olswang, 1995;Brice, 2002;Goldstein, 2000;Jacobs, 2001;Kayser, 1998;Lidz & Peña, 1996, Peña & Quinn, 1997Peña et al, 2001;Peña et al, 1992;Tzuriel, 2001). This method typically involves a sequence of testing, including pretesting, teaching, and posttesting.…”

“…Considerable attention has been given in recent years to the least biased language assessment of culturally and linguistically diverse children for whom English is a second language (Brice, 2002;Cheng, 1991;Goldstein, 2000;Hamayan & Damico, 1991;Kayser, 1995Kayser, , 1998Langdon, with Cheng, 1992;Langdon & Saenz, 1996;Lidz & Peña, 1996;Peña, Iglesias, & Lidz, 2001;Peña & Quinn, 1997;Restrepo, 1998;Roseberry-McKibbin, 2002;Tzuriel, 2001;Ukrainetz, Harpell, Walsh, & Coyle, 2000). The consensus is that the administration of language tests in English using current norms is inappropriate for students whose dominant language is not English.…”

The mediated learning experience (MLE) in a three generational perspective

“…One approach that may be taken to the development of cognitive skills is the mediated learning experience (MLE) approach (Feuerstein, Feuerstein, Falik, & Rand, 2002;Feuerstein, Klein, & Tannenbaum, 1991;Feuerstein, Rand, Hoffman, & Miller, 1980;Feuerstein, Rand, & Rynders, 1988). The MLE is defined as 'an interactional process, in which parents, substitute adults, or peers, interpose themselves between a set of stimuli and the learner, and modify the stimuli for the developing child' ( Tzuriel, 2001). One of the major questions is how and to what extent the MLE processes are transmitted from one generation to another, or in other words, how mediation strategies are transmitted from parents to their children.…”