Introducing
Your new presentation assistant.
Refine, enhance, and tailor your content, source relevant images, and edit visuals quicker than ever before.
Trending searches
Dynamic assessment is better used to focus on identifying processes and strategies instead of whether a child has mastered a skil
Advantages:
1. Link between assessment and intervention
2. Information on children's learning potential
3. Sensitive to progress
4. Ability to include adaptations and accommodations
Disadvantages:
1. Reduced efficiency
2. Required experience and expertise
3. Limited practicality
It is important to look at the child's socioeconomic background
and cultural background
If the student's background does not correspond with the social
norms, the practitioner must instruct the child in the norms
It is less important to focus on correct responses and more
important to observe the strategies and processes the child uses during the asseessment
The practitioner should give feedback and encouragement
frequently, take breaks when needed, and relate tasks to experiences the child is already familiar with
For very young children, adults help to regulate their behavior but as they grow
older, children learn to regulate their own behavior
The Infant Behavior Assessment looks at an infant's neurophysiological
organization and capability to self-regulate
It has three types of facilitation strategies:
1. Environmental: factors in the environment
2. Motor: handling and positioning the infant
3. Cue matched: the infant's specific self-regulatory behaviors
It is part of IBAIP, which has been effective in long-term and short-term
development of infants born with low birth weight or disabilities
Mediated Learning Approaches
Using this, the teacher does not teach specific tasks, but skills that will enable the child to master the task, helping the
student to become self-regulating and active in learning.
- Uses a test-intervene-retest approach.
- Examples include: the Cognitive Modifiability Battery, the Preschool Learning Assessment Device, and the
Kaufman Assessment Battery for Children.
- Characterized by three components:
a. Intentionality and reciprocity
b. Meaning and Purpose
c. Transcendence
This type of assessment is very helpful in determining if students have language disabilities.
There are also preschool programs based on this approach for children with disabilities and students from diverse backgrounds.
- This type of assessment can also be applied to topics such as social skills,
recognition of things in the students environment,
and mother-child interactions.
Based on a clinical method of assessment
- an interactive approach to assessing by using
an active relationship with the child
Focuses on scaffolding and mediation
- uses the proper use of these evaluate the
potential of the child
Procedure requires test-mediate-retest model
Modifiability of the individual
- used to emphasize that what matters is how
individual adapts to changes in the environment
Dynamic assessment uses purposeful and deliberate effort
to produce change through actual teaching
- focuses on the ability of the learner to respond to
intervention
RTI is an example
- focuses on the link between assessment and
intervention
1. The ability to plan, guide, and monitor one's own behavior and
flexibly change according to the circumstance
2. In infants
- responsive social interactions with caregivers
- grow from being highly dependent to developing self-
regulatory skills
3. Manifested in ability to increasingly comply with caregiver
requests and directives
4. Adults help regulate behaviors by:
a. using complex cognitive and language strategies
b. providing directions and suggestions, describing, demonstrating, explaining, giving feedback, and simplifying tasks
5. By understand child's ability to self-regulate, teachers are better able to understand behavior problems
Dynamic Assessment
1. Conceptualized by Vygotsky (1962)
2. Operationalized by Feuerstein, Rand, and Hofmann
(1979)
3. Refers to a set of distinct approaches characterized
by support or teaching that is guided, planned, and deliberated
4. Also refers to the assessment of the effects of that
teaching on subsequent performance
5. Measures what a child has learned and the potential
he or she has for learning
6. Usually used on ESLs and ELLs
Cognitive Processes
- In preschool
- the processes that emerge are problem-solving
strategies and early logical reasoning skills
Metacognitive Processes
- Refers to children's awareness of cognitive processes
- including the ability to plan, monitor, and check
the results of their actions
The emphasis on observing general processes and
strategies rather than mastery of specific tasks can be helpful in differentiating whether the child has a true delay or problem, or only lacks familiarity with a task or situation
1. Constructivist perspective by Piaget
- Views the child as having an active role in learning
2. Social-interactionist view by Vygotsky
- Emphasizes the role of the adult or more capable peer in guiding child development
3. Zone of proximal development by Vygotsky
- Represents the difference between what a child can achieve independently and what a child can achieve when provided with adult assistance
4. Scaffolding or guided participation
- a type of interaction in which the adult guides and suports the child's learning by building on what the child can already do
5. Mediated learning experiences (MLEs) by Feuerstein
- Proposes that an adult or a more knowledgeable peer interposees himself or herself between a child and the world to make experiences more meaningful
6. Self-regulation
- Derives from the metaphor of the human being as an open, self-organized system that continuously reorganizes itself in response to environmental influences in a dynamic, nonlinear way
Dynamic assessment is conducted primarily to evaluate a
child's ability to learn and generally follows a test-teach-retest model
Baseline taken then intervention or teaching implemented
then retesting to see how far the child has come
Quantitative and qualitative approaches
1. quantitative
- focuses on quantifying the ZPD by calculating the difference between scores before and after the teaching phase
2. qualitative
- focuses on the processes a child uses to perform a task or the types of scaffolding the adult provides to enable the child to complete the task successfully
Ideal assessment for students who have cultural differences from mainstream U.S. because it tests learning potential rather than mastery
Before the assessment:
- look at the materials, experiences, and language used in the task
to foresee if there will be any struggles because of it and see if any teaching strategies might be helpful based on background
During the assessment:
- instead of focusing on the mastery of the skill, look at the
different aspects of how the student goes about the task, such as procedure and vocabulary
After the assessment:
- equal consideration should be given to the child's strengths and
weaknesses throughout the assessment, and see if there are any cultural or linguistic barriers to learning
In special education, this type of assessment can be used to determine
which teaching strategy works best for the student being tested by observation of how the student responds to instruction
Initial Assessment:
- a summery report should contain a profile of the student's
strengths and weaknesses, and look at skill mastery, use of strategies, learning processes, and responsiveness to intervention
Goal Development:
- goals should be based on general processes and not specific skills
Intervention:
- the practitioner needs to make sure the task of the assessment is
clear to the child, that the child is actively engaged, and that the activity is meaningful to the student
Evaluation
- develop comprehensive evaluation plans that include the child's
progress on objectives, the amount of support needed, and the effectiveness of the support
Conclusion
There are many types of dynamic assessments
- two major approaches are assessing the child's ability short
term using test-teach-retest. the other is an ongoing assessment at multiple points in time
Dynamic assessments reflect current models of human learning and
emphasize the importance of strategies
Dynamic assessments stress the importance of the interaction
between adult and child