Norm-referenced, Criterion-referenced, and Dynamic Assessment: What exactly is the point?

Freeman, Liz; Miller, Andy

doi:10.1080/02667360120039942

Cited by 25 publications

(17 citation statements)

References 9 publications

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“…These limitations help explain the somewhat infrequent use of DT/A: One third of educators and psychologists familiar with the concept of DT/A report using the methodology, but only rarely because of (a) a lack of skill and knowledge in administering DT/A and (b) its time constraints (Haney & Evans, 1999). Thus, it is not surprising that DT/A is “being used in an incidental way” (Freeman & Miller, 2001, p. 6). The general attitude toward DT/A is that it is potentially but not actually useful.…”

Section: Use: Readiness Of Educators and School Psychologistsmentioning

confidence: 99%

Dynamic Assessment and Response to Intervention

2008

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This article compares and contrasts the main features of dynamic testing and assessment (DT/A) and response to intervention (RTI). The comparison is carried out along the following lines: (a) historical and empirical roots of both concepts, (b) premises underlying DT/A and RTI, (c) terms used in these concepts, (d) use of these concepts, (e) evidence in support of DT/A and RTI, and (f) expectations associated with each of the concepts. The main outcome of this comparison is a conclusion that both approaches belong to one family of methodologies in psychology and education whose key feature is in blending assessment and intervention in one holistic activity. Because DT/A has been around much longer than RTI, it makes sense for the proponents of RTI to consider both the accomplishments and frustrations that have accumulated in the field of DT/A.

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Section: Use: Readiness Of Educators and School Psychologistsmentioning

confidence: 99%

Dynamic Assessment and Response to Intervention

2008

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“…In the intelligence testing literature there has been a growing awareness of alternative forms of assessment due to the static, time-bound nature of the more traditional testing methods (Freeman & Miller, 2001). This section elucidates the ways in which traditional measures of intelligence are sometimes inadequate when measuring ID or learning disabilities and highlights how the dynamic assessment approach provides a richer understanding of each individual's potential for cognitive growth and development.…”

Section: Static Versus Dynamic Assessmentmentioning

confidence: 99%

“…In accord with Vygotsky, Feuerstein, Rand, and Hoffman (1979) suggested that a dynamic assessment process has the potential to assess the modifiability of basic cognitive structures. The intent is to provide information that can serve as the basis for enhancement of the cognitive functioning of the learner, regardless (but not independent) of his or her current level of performance (Freeman & Miller, 2001;Lidz, 1997).…”

Section: The Nature and Purpose Of Dynamic Assessmentmentioning

confidence: 99%

Handbook of Intellectual and Developmental Disabilities

Jacobson¹,

Mulick²,

Rojahn³

2007

Issues on Clinical Child Psychology

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“…What is most likely being hinted at is that philosophically, the method is old and can be traced back to the early nineteenth century (despite the early Greek's writings on potential). The method is likewise young in terms of its being 8 generally known about and widely practised or conversely not well-known even today (Freeman & Miller, 2001;Haywood & Tzuriel, 1992). Recent research evidences that dynamic assessment still has not left much of a noticeable footprint outside small societies advocating its message (Murphy & Maree, 2006).…”

Section: Culture As Impinging Variablementioning

confidence: 99%

Dynamic assessment precursors: Soviet ideology, and Vygotsky

Murphy

2008

The Irish Journal of Psychology

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Original citationMurphy, R. ; (2008) successfully managed to negotiate for himself a path around the constraints of the day. In order to more fully appreciate the trajectory that dynamic assessment has subsequently followed during the last seventy years it is deemed a worthwhile effort to return to the historical record of Soviet Psychology and investigate how dynamic assessment managed to become grounded in psychological science due largely to socio-historical influences. In order to fully comprehend the dynamic assessment movement a similar comprehension of the movement's history is sought.How and why Vygotsky theorized the way he did has as much to do with his own initial thoughts as it did with the reigning political ideology then current in the Soviet Union.3 Lev Semenovich Vygotsky (1896-1934) and his work is very well known within the field yet one finds in the mainstream literature that his thoughts are merely descriptive of his opinions regarding the zone of proximal development with little elaboration into the reasons behind this thinking. Understanding Vygotsky's importance for dynamic assessment is better understood when his thoughts are contextualised within Soviet psychology's history (Sutton, 1988). He was the first researcher within this tradition to develop and offer a more systematised approach towards a newly restructured 'defectology' in Russia which already had a long history in the Soviet Union. Vygotsky was separated both in place and time from the continental European andAmerican trends within psychology yet his ideas have proved fertile in these geographic disparate locations (Resing, 1997). Soviet psychology often followed its own trajectory on a number of fronts within psychology and education and more often than not had to dance to the tune of the ruling political party.Academic and research work was often politically infused with ideology and reflects a substantial difference between the West in terms of intellectual tradition and approach to the study of psychology. The collectivist background from which Soviet psychological science sprung has much philosophically and ideologically in common with a similar notion of collectivism in some non-Western countries. Vygotsky's ruminations over a 'psychological crisis' are similar to the current crises within dynamic assessment. Vygotsky was not a psychologist by training. He studied law and philology (Cole & Scribner, 1978; Kerr, 1997) and professionally practised psychology for only ten years (Grigorenko & Kornilova, 1997) and so perhaps his views were less influenced by specific psychological contexts. He was primarily a thinker for whom the area of psychology suited his vision for application (Kozulin, 1990). 4A brief overview of dynamic assessment history

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Norm-referenced, Criterion-referenced, and Dynamic Assessment: What exactly is the point?

Cited by 25 publications

References 9 publications

Dynamic Assessment and Response to Intervention

Dynamic Assessment and Response to Intervention

Handbook of Intellectual and Developmental Disabilities

Dynamic assessment precursors: Soviet ideology, and Vygotsky

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