A Study on Dynamic Assessment Techniques, as a Method of Obtaining a High Level of Learning Potential, Untapped by Conventional Assessment

Abstract

Abstract “Dynamic assessment” is a term which has come to describe a particular style of testing, but more importantly has come to be associated with an alternative way of thinking about assessment. Most succinctly, dynamic assessment involves embedding interaction within the assessment and observing and recording the learner's response and ability to profit from this interaction. There are numerous models of dynamic assessment that vary in terms of the degree of structure and the timing of the intervention, as well as the content of the intervention procedure. The greatest distinction between dynamic assessment and conventional testing, or what is frequently referred to in the literature as static assessment, can be seen in the shift from a product to a process orientation regarding testing. This distinction has numerous implications not only with regard to the actual assessment techniques but also with respect to the types of questions asked and solutions formulated with regard to low cognitive functioning and/or poor academic performance.Dynamic assessment is an interactive process between assessor and assessee. It differs from conventional psychometric assessments in that no ‘normative score’ such as an Intelligence Quotient is computed. It differs also in that mediation is an essential part of the process. Tasks are given to the assessee, with the focus primarily on how the tasks are tackled. This makes it possible to pin- point necessary areas of cognitive development. At different stages for different tasks in the overall process, mediation is given in the cognitive functions and strategies necessary to master the tasks. Dynamic assessment embeds interaction within the framework of a test-intervene-retest approach to psycho educational assessment.