ERIC Number: ED313112
Record Type: Non-Journal
Publication Date: 1985-Oct
Reference Count: N/A
Comparison of "Graduated Prompt" and "Mediational" Dynamic Assessment and Static Assessment with Young Children. Alternative Assessments of Handicapped: A Series of Technical Reports and Working Papers. Technical Report No. 2.
Based on the assumption that the kind of instruction provided during testing is important when examining children's zones of proximal development, two methods of dynamic assessment, "graduated prompt" and "mediation," were compared to each other and to static assessment. In dynamic assessment, the examiner sets up a learning environment in the testing situation and takes measures on changes from pre- to post-training performance and on the amount of instruction that was required from the tester for the child to obtain the posttest performance level. Developed originally for school-age children, the graduated prompt procedure includes a series of hints or prompts presented in a graduated sequence of increasing explicitness; children receive these aids in order to learn the rules needed to solve the problem correctly. In the mediational assessment method, examiners intentionally and directly teach the principles and strategies needed for task completion. The standard static method measures only the products of prior learning. A total of 60 children 4 to 6 years of age who were at academic risk participated. Findings revealed that children receiving either method of dynamic assessment were better able to perform a cognitive task independently than were children receiving static assessment. Children receiving the mediation method of dynamic assessment performed a transfer task better than did the graduated prompt and static assessment groups. (RH)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: 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.