Summary Dynamic Assessment Oct 2015
- 1. Dynamic Assessment Presentation for University Course Design workshop October 2015
- 2. Dynamic Assessment l Distinctions between ‘latent’ and ‘developed’ capacities l Conventional (achievement) measure latent capacity only as manifest in performance l Performance can be affected by many factors: schooling; prior experience; parental support; test-taking ‘literacy’; …
- 3. Dynamic Assessment l Developed abilities: what a test writer can do, given the opportunities available l Latent abilities: what a test writer might do, given ideal or near ideal opportunities l May wish to know differences between developed and latent capacities l Dynamic testing may serve as a bridge
- 4. Dynamic Assessment l Dynamic assessment is assessment with instruction l Major recent approaches: – Feuerstein et al: Structural cognitive modifiability – Budoff et al: Learning potential testing – Campione & Browne: Graduated prompt approach – Guthke et al: German learning potential tests – Hessels & Hamers: Dutch learning potential tests
- 5. Dynamic Assessment l Two common approaches: (1) test-teach-test and (2) feedback on outcome l Dynamic assessment taps into a developing process l Feedback is given explicitly or implicitly l Examiner and writer in interactive relationship
- 6. Dynamic Assessment l The goal of dynamic assessment is to see whether and by how much the test taker changes as a result of being given an opportunity to learn
- 7. Dynamic Assessment l Historically attributed to Vygotsky principally l Driven by the need to find tests that were: – More culture-fair – Workable in culturally / educationally diverse settings – More developmental, for educationally disadvantaged students – Aimed at assessing learning potential
- 8. Dynamic Assessment l Dynamic assessment can provide a basis for the teaching and developing of capacities l And learning potential l Can serve socio-political and cultural goals, e.g. access and opportunities to writers whose developed abilities may not be visible on conventional assessments
- 9. The Assessment Approach l Language-as-vehicle, rather than language- as-target l Reading and writing modes only l Predominantly generic tests l Downplay distinctions between first and second (or additional) English language
- 10. The Assessment Approach l Tests are based on a theme that is culturally neutral / balanced, and that allows opportunities for authentic academic engagement l Prior knowledge reduced as far as possible l Assess topical and language responsiveness l Assess language at grammatical, textual, functional and socio-linguistic levels
- 11. The Assessment Approach l Reduce the role played by strategic competence (dealing with timed-tests; answering questions according to mark allocation) l Keep theme and content non-emotive l Use a ‘scaffolding’ approach l Use an inter-disciplinary panel of developers
- 12. Selected bibliography l Budoff, M. (1987). Measures for assessing learning potential. In C.S. Lidz (Ed.) Dynamic assessment: An interactional approach to evaluating learning potential (pp.173-195). New York: The Guilford Press l Campione, J.C. & Brown, A.L. (1987). Linking dynamic testing with school achievement. In C.S. Lidz (Ed.) Dynamic assessment: An interactional approach to evaluating learning potential (pp.82-115). New York: The Guilford Press l Feuerstein, R. et al (1980). Instrumental enrichment. Baltimore: University Park Press.
- 13. Selected bibliography l Guthke, J. & Beckman, J. (2000). The learning test concept and its application in practice. In C.S. Lidz & J.G. Elliott (Eds.) Dynamic assessment: Prevailing models and applications (pp.17-69). Greenwich: Elsevier-JAI l Hessels, M.G.P. & Hamers, J.H.M. (1993). The learning potential test for ethnic minorities. In J.H.M. Hamers et al (Eds.) Learning potential testing (pp.285-311). Amsterdam: Swets & Zeitlinger l Sternberg, R.J. & Grigorenko, E.L. (2002). Dynamic Testing. The nature and measurement of learning potential. Cambridge: Cambridge University Press
- 14. Selected bibliography l Yeld, N. (2001). Equity, assessment and language of learning. Key issues for Higher Education selection and access in South Africa. Unpublished PhD thesis. Cape Town: UCT