Interactive Assessment 1992
DOI: 10.1007/978-1-4612-4392-2_2
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Psychoeducational Assessment from a Transactional Perspective

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Cited by 31 publications
(16 citation statements)
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“…While conventional assessments typically emphasize standardized contexts and fixed interaction, dynamic assessments underscore interactive contexts, which facilitate a fluid, complex transaction between person and task. Dynamic assessment places a strong emphasis on the processes used throughout assessment as well as the modifiability of those processes (Haywood et al 1992). Dynamic assessment underscores a documentation of students' potential for learning.…”
Section: Dynamic Assessment and Language Testing: Context And Interacmentioning
confidence: 99%
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“…While conventional assessments typically emphasize standardized contexts and fixed interaction, dynamic assessments underscore interactive contexts, which facilitate a fluid, complex transaction between person and task. Dynamic assessment places a strong emphasis on the processes used throughout assessment as well as the modifiability of those processes (Haywood et al 1992). Dynamic assessment underscores a documentation of students' potential for learning.…”
Section: Dynamic Assessment and Language Testing: Context And Interacmentioning
confidence: 99%
“…Researchers in dynamic assessment advance notions similar to "reciprocal interaction" albeit under a different label, i.e., "transactional" (Haywood et al 1992). Haywood et al (1992) characterize the transactional perspective "by the reciprocal effects of all components (factors) and by the complex circular process" (p. 50, italics added).…”
Section: Dynamic Assessment and Language Testing: Context And Interacmentioning
confidence: 99%
See 1 more Smart Citation
“…The most often cited and clear-cut definition of dynamic assessment is that it usually follows a sequence of a pretest followed by mediation and concluding with a post test (Budoff, 1987a(Budoff, , 1987bCampione, 1996;Elkonin, Foxcroft, Roodt & Astbury, 2001;Hamers & Resing, 1993;Haywood & Wigenfeld, 1992;Haywood, Tzuriel & Vaught, 1992;Lidz, 1987b;Lidz, 1997;Lidz & Pena, 1996). However limiting this definition may be, it is one of the key features and the most universally recognisable element of dynamic assessment.…”
Section: The Origins Of Dynamic Assessment -Early Twentieth Century Pmentioning
confidence: 99%
“…This may be especially true when dealing with children from minority groups or diverse sociocultural backgrounds, and the problem is not resolved by making sure that the minority groups are proportionally represented in normative samples in which it is assumed that it is possible to capture the characteristics of the "average" child. Such practices are likely to lead to the misclassification of some subgroups (Haywood, Tzuriel, & Vaught, 1992). Brown and Ferrara (1985) have argued that static assessment measures are particularly poor, whether used as diagnostic tools or as predictors of later outcome, when used with younger, preschool-age children.…”
Section: Introductionmentioning
confidence: 99%