Abstract
The base of a dynamic assessment system is presented, which was integrated to instructional software for visually handicapped preschoolers. The main characteristic of the system is its capacity to store the answers of the children during instruction, information that makes it possible to reconstruct their learning process. The validity of the system was studied, while being used by blind and sighted children. The results were analyzed from different theoretic perspectives. The conclusions of the study account for the higher validity of the system when used by blind children and when the results are analyzed from the dynamic assessment perspective.
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