ERIC Number: ED332389
Record Type: RIE
Publication Date: 1985-Oct
Reference Count: 0
Dynamic Assessment of Intellectually Handicapped Children. Alternative Assessments of Handicapped Children. Technical Report No. 4.
Vye, Nancy J.; And Others
This paper reviews research literature and research projects of the John F. Kennedy Center for Research on Education and Human Development, on the topics of the utility of dynamic assessment for predicting learning ability, its utility for generating educationally relevant prescriptions, and factors associated with the implementation of dynamic procedures. Following an overview of research issues, a "continuum of assessment services" model is presented. Along the continuum are such forms of dynamic assessment as graduated prompting and mediation assessment. In a discussion of the utility of dynamic assessment for predicting learning ability, static and dynamic assessment are compared, the relation between dynamic assessment and within-and-across-domain transfer is discussed, and directions for future research are outlined. A section on dynamic assessment and educational prescriptions contains observations of young children's learning and directions for future research. Factors related to the implementation of dynamic assessment are then explored. It is concluded that static and dynamic measures produce different estimates of learning, that dynamic assessment is useful for predicting learning, that mediation assessment is effective for remediating strategies that help children improve their performance, and that dynamic assessments can have important effects on teacher expectations. (JDD)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Child Health and Human Development (NIH), Bethesda, MD.; Department of Education, Washington, DC.
Authoring Institution: George Peabody Coll. for Teachers, Nashville, TN. John F. Kennedy Center for Research on Education and Human Development.
Identifiers: Dynamic Assessment
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