Evaluating Preschool Programs: The Role of Dynamic Assessment

Samuels, Marilyn; Killip, Steve M.; MacKenzie, Heather; Fagan, Joel E.

doi:10.1007/978-1-4612-4392-2_10

Cited by 17 publications

(10 citation statements)

References 17 publications

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“…As indicated, 9 additional studies investigated the predictive validity of DA without reporting Pearson's correlation coefficients (Bain & Olswang, 1995;Budoff et al, 1976;Budoff et al, 1971;Byrne, Fielding-Barnsley, & Ashley, 2000;Meijer, 1993;Peña et al, 1992;Resing, 1993;Samuels, Killip, MacKenzie, & Fagan, 1992;Swanson, 1994). These studies were grouped into three categories according to their design and analysis: single-subject design with visual analysis (Bain & Olswang, 1995), quasiexperimental design with multiple regression analysis (Budoff et al, 1976;Byrne et al, 2000;Meijer, 1993;Resing, 1993;Swanson, 1994), and experimental design with between-group comparisons (Budoff et al, 1971;Peña et al, 1992;Samuels et al, 1992).…”

Section: Findings Da Versus Traditional Testingmentioning

confidence: 99%

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The Predictive Validity of Dynamic Assessment

2008

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The authors report on a mixed-methods review of 24 studies that explores the predictive validity of dynamic assessment (DA). For 15 of the studies, they conducted quantitative analyses using Pearson's correlation coefficients. They descriptively examined the remaining studies to determine if their results were consistent with findings from the group of 15. The authors implemented analyses in five phases: They compared the predictive validity of traditional tests and DA, compared two forms of DA, examined the predictive validity of DA by student population, investigated various outcome measures to determine whether they mediate DA's predictive validity, and assessed the value added of DA over traditional testing. Results indicated superior predictive validity for DA when feedback is not contingent on student response, when applied to students with disabilities rather than at-risk or typically achieving students, and when independent DA and criterion-referenced tests were used as outcomes instead of norm-referenced tests and teacher judgment.

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Section: Findings Da Versus Traditional Testingmentioning

confidence: 99%

“…Three studies investigated the predictive validity of DA with experimental methods (Budoff et al, 1971;Peña et al, 1992;Samuels et al, 1992). Budoff et al studied DA's utility in predicting the response to a classroom science curriculum for low-achieving students in Grades 7 through 9.…”

Section: Experimental Design With Between-group Comparisonsmentioning

confidence: 99%

The Predictive Validity of Dynamic Assessment

2008

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“…The mediational strategies used within the dynamic assessment procedure are more related to learning processes in other life contexts than to conventional static methods and therefore give better indications about future changes of cognitive structures. Accumulating evidence from educational research provides indications that a score reflecting individual differences in 'modifiability' added substantially to the predictive power of learning in an unrelated program (Embretson, 1992) and predicted assignment to special education programs 2 years after the end of the intervention (Samuels et al, 1992). Developmental research showed the efficacy of dynamic assessment as predicted outcome of mother-child MLE strategies (Tzuriel and Eran, 1990;Tzuriel and Ernst, 1990;Tzuriel and Weitz, 1997).…”

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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“…Both the remediation of prerequisites of learning and behavioural changes made it possible that 80% of our participants (12 cases out of the 15) could be safely placed into inclusive school settings. This is in line with the findings of Samuels, Killip, MacKenzie & Fagan (1992) who showed that a 1 year application of Bright Start Program with children with severe learning disabilities allowed 75% of the intervention group to be recommended for regular classes versus only 25% of the non-cognitive control group (cited by Kozulin et al, 2010) Since no other intervention programs have been applied, MLE and FIE-Basic are the only responsible variables for the change.…”

Section: Sum Of School Readiness Screeningsupporting

confidence: 87%

Clinical Applications of the Modifiability Model: Feuerstein's Learning Experience and the Instrumental Enrichment Basic Program

Bohács

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Evaluating Preschool Programs: The Role of Dynamic Assessment

Cited by 17 publications

References 17 publications

The Predictive Validity of Dynamic Assessment

The Predictive Validity of Dynamic Assessment

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

Clinical Applications of the Modifiability Model: Feuerstein's Learning Experience and the Instrumental Enrichment Basic Program

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