Abstract
Three approaches to the dynamic assessment of intelligence are evaluated in terms of their ability to address both the classification and remediation functions of assessment in the schools. It is argued that relative to traditional intelligence tests, dynamic approaches have failed to provide evidence of satisfactory technical characteristics, such as reliability and validity. Only one of the three approaches reviewed has the potential to be useful in prescribing remedial information in the classroom. Suggestions are made regarding future research using a dynamic approach and the potential usage of dynamic methods in the schools.
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