Dynamic Assessment practice: some suggestions for ensuring follow up

Abstract

This article examines tensions in Dynamic Assessment (DA) practice that relate ways in which its findings can be followed up and made accessible to school staff, by examining how process skill interventions can be implemented in the context of a content‐focussed curriculum. It briefly outlines some of the theoretical and methodological underpinnings of DA that arise from Feuerstein’s theory of structural cognitive modifiability. It then suggests ways in which links can be made between DA and Department for Education and Skills initiatives that emphasise the development of process skills as well as delivery of curriculum content. Finally, three conditions that are likely to ensure links between assessment and intervention are proposed: sharing common assessment and intervention goals; sharing a common curriculum context; and sharing a common language.