Elliott, J. (2003) 'Dynamic assessment in educational settings : realising potential.', Educational review., 55 (1). pp. 15-32.
This paper outlines current developments in dynamic assessment, an approach that has great intuitive appeal for many professional psychologists and teachers, yet which has, to date, failed to take root in mainstream practice. In highlighting the nature and potential of dynamic approaches, the paper will take issue with those who conceive of these as little more than superior versions of traditional IQ tests. In this respect, it is argued that rather than endeavouring to develop improved tools to undertake the educational psychologist's traditional functions (classification, prediction, selection), we should seek a paradigm shift in which dynamic approaches are utilised to assist psychologists and teachers to collaborate in devising classroom-based educational interventions. The paper concludes by calling for controlled studies that examine the utility of prescriptions based upon dynamic approaches.
|Additional Information:||Makes the case for dynamic assessment, in which individualized instruction and feedback are built into the testing process. Urges the use of dynamic approaches to help psychologists and teachers collaborate on classroom-based interventions. Calls for studies to examine the utility of approaches. An appendix identifies target group, nature, and functions of 17 dynamic approaches. (Contains 92 references.) (SK)|
|Keywords:||Educational research, Elementary secondary education, Feedback, Individualized instruction, Intelligence tests, Intervention, Psychometrics, Research needs.|
|Full text:||Full text not available from this repository.|
|Publisher Web site:||http://dx.doi.org/10.1080/00131910303253|
|Record Created:||22 Jan 2007|
|Last Modified:||09 Sep 2011 10:05|
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