Dynamic Assessment of Young Children
Springer Science & Business Media, 31 aug. 2001 - 241 pagina's
Dynamic/interactive assessment has been a long time coming! It has been almost a century since Alfred Binet suggested that assessment of the processes of learn ing should constitute a priority in the mental testing movement, and over 60 years since Andre Rey made the same suggestion. An important model that supports many contemporary approaches to "flexible" or "process" assessment was offered by Vygotsky in the 1920s. The ground breaking work by Reuven Feuerstein and his Swiss colleagues on process assessment of North African Jewish children was done in the early 1950s. In the intervening years almost every serious psy chometrist has, at one time or another, called for emphasis on assessment of the of learning, rather than an exclusive emphasis on assessment of the processes products of prior opportunities to learn. One has to wonder why we have had to wait so long for formalization and instrumentation of the methods for doing just that! Of course, we psychologists like to do what we do well, and we have learned to do static, normative assessment, especially of "intelligence," very well indeed. Unfortunately, it is also true that dynamic/interactive assessment has not attracted or fueled the volume of high-quality research that is still going to be necessary if it is to survive as a widely used supplement to static, normative testing. This volume, incorporating a strong research base, goes a long way toward remedia tion of that situation.
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DynamicInteractive Approaches to Assessment
Vygotskys SocioCultural Theory and Applications
The Mediated Learning Experience MLE Theory
Distinctive Features of the Clinical DA Approach
Dynamic Assessment Instruments for Young Children
Educational Aspects of Dynamic Assessment
Overige edities - Alles weergeven
ability administered Analogies analysis approach behavior blocks Bright Start program CATM chil children's cognitive modifiability CITM cognitive development cognitive education cognitive intervention cognitive performance composed concept context control group CSTM cultural deficient cognitive functions developmental difficulties dimensions distal factors domains dynamic assessment effects examiner experimental group Feuerstein Grade Guthke Haywood higher impulsivity indicate inductive reasoning interac intervention kindergarten Klein learners learning potential learning processes Lidz LPAD MANOVA measures Mediation for Transcendence mediation strategies mental metacognitive MLE criteria MLE interactions MLE processes MLE scores MLE theory mother-child mothers nonintellective factors parents Post-Teaching phases Post-Teaching scores Pre-Teaching score predicted preschool procedure proximal factors psychometric RCPM regression analysis revealed sample Seriation Shochet significantly situation skills specific static tests structured study Tzuriel subtest task teachers Teaching phase tion transfer transfer of learning Tzuriel & Weiss variables verbal versus Vygotsky Vygotsky's WISC-R young children