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Peer reviewed
Frisby, Craig L.; Braden, Jeffery P. – Journal of Special Education, 1992
This paper argues that the popularity of Reuven Feuerstein's Learning Potential Assessment Device and the Instrumental Enrichment program is based more on philosophical considerations than on technical adequacy. The critique uses semantic, logical, and empirical grounds to conclude that dynamic assessment is not a serious competitor to…
Descriptors: Cognitive Tests, Educational Philosophy, Elementary Secondary Education, Evaluation Methods
Peer reviewed
Tzuriel, David – Journal of Special Education, 1992
This reply responds to a paper by Frisby and Braden (EC 604 792), which criticized dynamic assessment, especially Reuven Feuerstein's theory and methods. Six critical points are raised and supported with examples from recent research. Criticisms center on theoretical and philosophical misunderstandings as well as failure to consider supporting…
Descriptors: Cognitive Tests, Educational Philosophy, Elementary Secondary Education, Evaluation Methods