Dynamic Assessment of Young ChildrenSpringer 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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Inhoudsopgave
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Analysis of the SVII scores showed significant effects | 41 |
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5 | 63 |
6 | 77 |
Blue | 79 |
COMPLEX FIGURE VERSION A | 92 |
2 | 108 |
Figure 616 Example of a perceptual problem from the | 109 |
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cognitive realm but were accompanied by a tendency to be | 197 |
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PED | 84 |
Figure 66 Example problem horses | 89 |
Figure 67 The Cylinders problem from the CSTM test | 90 |
References | 223 |
Overige edities - Alles bekijken
Veelvoorkomende woorden en zinsdelen
ability Analogies analysis approach Bar-Ilan University behavior blocks Bornstein Bright Start program CATM children's cognitive modifiability CITM cognitive development cognitive performance composed concept control group CSTM cultural deficient cognitive functions developmental dimensions distal factors domains dynamic assessment effects examiner experimental group Feuerstein Grade Guthke Haywood higher indicate inductive reasoning intervention Kaniel kindergarten Klein learners learning potential learning processes Lidz LPAD MANOVA measures mediated learning Mediation for Transcendence mediation strategies mental metacognitive MLE criteria MLE interactions MLE processes MLE theory mothers nonintellective factors parents PMYC Post-Teaching phases Post-Teaching scores Pre-Teaching score predicted preschool problems procedure proximal factors Psychology psychometric Ramat Gan RCPM regression analysis Seriation Shochet situation skills solving specific static tests Stepwise regression structured study Tzuriel subtest task Teaching phase Thinking Modifiability tion transfer transfer of learning Tzuriel & Weiss variables verbal versus Vygotsky Vygotsky's WISC-R young children