Dynamic Assessment: Psychoeducational Assessment with Cultural Sensitivity

Lidz, Carol S.

doi:10.1007/bf02938530

Cited by 16 publications

(8 citation statements)

References 27 publications

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“…The term dynamic assessment refers to an assessment of thinking, perception, learning, and problem solving by an active teaching process aimed at modifying cognitive functioning. Dynamic assessment differs from conventional static tests in regard to its goals, processes, instruments, test situation, and interpretation of results (Feuerstein et al, 1979;Lidz, 1987Lidz, , 1991Lidz, , 1997Gupta and Coxhead, 1988;Haywood, 1988;Campione, 1989;Missiuna and Samuels, 1989;Tzuriel and Haywood, 1992;Hamers et al, 1993;Guthke and Stein, 1996;Tzuriel, 1996Tzuriel, , 1997bGrigorenko and Sternberg, 1997). The conceptualisation behind using change criteria is that measures of modifiability are more closely related to teaching processes by which the child is taught how to process information, than they are to static measures of intelligence.…”

Section: Dynamic Assessment As An Integrative Applied Component Of MLmentioning

confidence: 99%

Cognitive modifiability as a function of mother–child mediated learning strategies, mothers' acceptance–rejection, and children's personality

Tzuriel

Weiss

1998

Early Dev. Parent.

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This study investigated (a) the effects of mediated learning experience (MLE) in mother-child interactions on cognitive modifiability as measured by dynamic assessment, (b) the effects of mothers' acceptance-rejection towards their children and the children's personality on the mothers' MLE strategies, (c) the combined effects of the mothers' acceptance -rejection, children's personality, and MLE strategies on children's cognitive modifiability, and (d) the prediction of cognitive modifiability by MLE interactions in two distinct conditions: free-play and structured. Fifty-four mother-child dyads (26 boys and 28 girls) in grade 2 were videotaped interacting in two situations: free-play and structured. The interactions were analysed with observation of mediation instrument using five criteria: intentionality and reciprocity, transcendence, meaning, feelings of competence, and regulation of behaviour. The children were administered the parent acceptance-rejection questionnaire, the personality assessment questionnaire, and the children's inferential thinking modifiability test. A distal-proximal factors of cognitive modifiability model was used to explain causal paths among mothers' acceptance-rejection and children's personality (distal) on MLE (proximal), and of both on children's cognitive modifiability. A structural equation model analysis revealed that (a) all MLE criteria were predicted by the distal factors of mothers' acceptance-rejection and children's personality, (b) none of the mothers' attitudes or children's personality factors explained the children's cognitive factors, (c) MLE criteria of transcendence and regulation of behaviour explained the children's CITM-post-teaching score but not the CITM-pre-teaching score. The results are discussed in relation to Feuerstein's MLE theory and Tzuriel's previous results with preschool children.

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Section: Dynamic Assessment As An Integrative Applied Component Of MLmentioning

confidence: 99%

Cognitive modifiability as a function of mother–child mediated learning strategies, mothers' acceptance–rejection, and children's personality

Tzuriel

Weiss

1998

Early Dev. Parent.

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“…Examiners measure change from pretest to posttest, and they document changes in children's cognitive strategies (referred to as child responsivity) within the MLE sessions. Our application of dynamic assessment is based on Lidz's (1991Lidz's ( ,1997Lidz & Thomas, 1987) application of cognitive dynamic assessment. Here, dynamic assessment uses a test-teach-retest method that allows clinicians to gain information about how children learn and use cognitive strategies in language learning.…”

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confidence: 99%

Dynamic Assessment of School-Age Children’s Narrative Ability: An Experimental Investigation of Classification Accuracy

Peña

Gillam

Malek

et al. 2006

J Speech Lang Hear Res

142

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Two experiments examined reliability and classification accuracy of a narration-based dynamic assessment task.Purpose-The first experiment evaluated whether parallel results were obtained from stories created in response to 2 different wordless picture books. If so, the tasks and measures would be appropriate for assessing pretest and posttest change within a dynamic assessment format. The second experiment evaluated the extent to which children with language impairments performed differently than typically developing controls on dynamic assessment of narrative language.Method-In the first experiment, 58 1st-and 2nd-grade children told 2 stories about wordless picture books. Stories were rated on macrostructural and microstructural aspects of language form and content, and the ratings were subjected to reliability analyses. In the second experiment, 71 children participated in dynamic assessment. There were 3 phases: a pretest phase, in which children created a story that corresponded to 1 of the wordless picture books from Experiment 1; a teaching phase, in which children attended 2 short mediation sessions that focused on storytelling ability; and a posttest phase, in which children created a story that corresponded to a second wordless picture book from Experiment 1. Analyses compared the pretest and posttest stories that were told by 2 groups of children who received mediated learning (typical and language impaired groups) and a no-treatment control group of typically developing children from Experiment 1.Results-The results of the first experiment indicated that the narrative measures applied to stories about 2 different wordless picture books had good internal consistency. In Experiment 2, typically developing children who received mediated learning demonstrated a greater amount of pretest to posttest change than children in the language impaired and control groups. Classification analysis indicated better specificity and sensitivity values for measures of response to intervention (modifiability) and posttest storytelling than for measures of pretest storytelling. Observation of modifiability was the single best indicator of language impairment. Posttest measures and modifiability together yielded no misclassifications. Conclusion-The first experiment supported the use of 2 wordless picture books as stimulus materials for collecting narratives before and after mediation within a dynamic assessment paradigm. The second experiment supported the use of dynamic assessment for accurately identifying language impairments in school-age children. Traditionally, speech-language pathologists diagnose children with language impairments (LI) by comparing their performance on standardized tests with the performance of their same-age peers (Tomblin, Records, & Zhang, 1996). There is growing dissatisfaction with single-time assessment because of the potential for measurement error (Bracken, 1988;McCauley & Swisher, 1984a, 1984bPlante & Vance, 1994) as well as the interfering effects of potential cultural bias (De...

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“…This process is aimed at modifying an individual's cognitive functioning, and observing subsequent changes in learning and problem-solving patterns within a testing situation. DA differs from conventional static tests in regard to its goals, processes, instruments, interpersonal relationships, and interpretation of results [13][14][15][16][18][19][20][21][22][23][24][25][26][27][28][29][30]. The conceptualization behind using change criteria is that measures of modifiability are more closely related to mediational processes by which an individual is taught how to process information, than they are to static measures of intelligence.…”

Section: Cognitive Modifiabilitymentioning

confidence: 99%

Cognitive Modifiability and Ego Identity among Adolescents

Tzuriel¹

2014

J Psychol Psychother

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This study examines differential relations of ego identity (EI) with cognitive ability, and cognitive modifiability among adolescents. A sample of 238 adolescents aged 16-18 was administered three dynamic assessment measures (Set-Variations II, Complex Figure, and the Organizer from the Learning Propensity Assessment Device) and the Adolescent Ego Identity Scale (AEIS). Canonical correlation analysis revealed positive correlation of AEIS factors with cognitive ability (Rc=.40, p<.05) and cognitive modifiability (Rc=.39, p<.05). Hierarchical regression analysis revealed that cognitive modifiability contributed significantly (5%) to prediction of total EI score of the AEIS, beyond the contribution of cognitive ability (8%). The findings are discussed in relation to the common factors affecting cognitive modifiability and ego identity among adolescents. The findings indicate that adolescents with a higher cognitive ability and cognitive modifiability possess abstract resources to deal with normative identity crises and therefore can cope better with conflicts and reach better EI formation. Cognitive modifiability added significantly to the understanding of the mechanism of EI formation. This might add a novel perspective for psychotherapy as clinicians might use a mediated learning approach in enhancing adolescents' modifiability, both cognitive and emotional as a venue for emotional changes and psychological resiliency.

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Dynamic Assessment: Psychoeducational Assessment with Cultural Sensitivity

Cited by 16 publications

References 27 publications

Cognitive modifiability as a function of mother–child mediated learning strategies, mothers' acceptance–rejection, and children's personality

Cognitive modifiability as a function of mother–child mediated learning strategies, mothers' acceptance–rejection, and children's personality

Dynamic Assessment of School-Age Children’s Narrative Ability: An Experimental Investigation of Classification Accuracy

Cognitive Modifiability and Ego Identity among Adolescents

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