Abstract
Dynamic assessment represents an alternative diagnostic approach focused on the revelation of the tested persons’ learning potential. The learning potential is observed via the emphasis on the achievement process. It aims at meaningful connection with the intervention that immediately applies diagnostic findings to support the development of an individual’s abilities. This article summarizes essential information about the mentioned diagnostic trend and investigates possibilities of its utilization in a combination with the method of video interaction guidance (VIG). The pilot-study evaluating this combination of dynamic assessment and VIG has been conducted in three stages. Both quantitative and qualitative methods have been used, although the nature of the study is mostly qualitative. The study verifies the utility and advantages of the dynamic assessment-based method for preschool preparation in kindergartens. Moreover, the paper identifies effective instructions and styles of communication supporting cognitive development.
Highlights
The pilot-study evaluating this combination of dynamic assessment and video interaction guidance (VIG) has been conducted in three stages
The point of the paradigm of dynamic assessment is that interactive assessment including the learning phase provides a better insight into learning capacities than unaided performance (Kozulin, 2003, p. 103)
The first research question focused on the crucial concept of application dynamic assessment in kindergarten
Summary
1.1 Dynamic AssessmentThe term dynamic assessment refers to a subset of interactive diagnostic methods including planned mediational teaching and the assessment of the impact of that teaching on subsequent performance (Haywood & Tzuriel, 2002, p. 40). The term dynamic assessment refers to a subset of interactive diagnostic methods including planned mediational teaching and the assessment of the impact of that teaching on subsequent performance Standard intellectual testing presumes that the manifested level of functioning reveals the inner abilities of the individual more or less accurately, unaided performance is the best format for assessment and the goal of testing is to predict the future functioning. From the point of view of the dynamic assessment, cognitive processes are highly modifiable ( this type of assessment focuses on the degree of modifiability rather than on the manifest level of functioning). The point of the paradigm of dynamic assessment is that interactive assessment including the learning phase provides a better insight into learning capacities than unaided performance The point of the paradigm of dynamic assessment is that interactive assessment including the learning phase provides a better insight into learning capacities than unaided performance (Kozulin, 2003, p. 103)
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