Interactive Assessment as a Research Tool

Haywood, H. Carl; Wingenfeld, Sabine A.

doi:10.1177/002246699202600303

Cited by 25 publications

(20 citation statements)

References 13 publications

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“…Thus, provision of more specific information was the difference between a correct and incorrect score. This evidence is consistent with the idea of the "snowball effect" of mediation enabling children to become active learners (Haywood & Wingenfeld, 1992;Lidz, 1996).…”

Section: Language Ability Differencessupporting

confidence: 89%

“…Observed changes in the child's learning strategies and development of competence in response to MLE are used to describe learning ability, or ability to profit from instruction (Feuerstein, 1979;Haywood & Wingenfeld, 1992;Lidz, 1987Lidz, , 1991. Thus, dynamic assessment seeks to assess learning within the child's ZPD.…”

Section: Dynamic Assessmentmentioning

confidence: 99%

“…A no-mediation group was added to enable us to account for possible maturation as well as school exposure effects. We also included a number of test tasks to help evaluate whether dynamic assessment (i.e., MLE) effects transfer to performance in related areas (Haywood & Wingenfeld, 1992;Lidz, 1996). We investigated pretest-posttest performance of African-American and Latino-American children with typical and low language development.…”

Section: Dynamic Assessmentmentioning

confidence: 99%

See 2 more Smart Citations

Reducing Test Bias Through Dynamic Assessment of Children's Word Learning Ability

Peña

Iglesias

Lidz

2001

Am J Speech Lang Pathol

216

127

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This study examined the performance of preschool children from culturally and linguistically diverse backgrounds, both typically developing and with low language ability, on a word-learning task. A pretest-teach-posttest method was used to compare a mediation group to a no-mediation group. Children in the mediation group were taught naming strategies using mediated learning experience (MLE). Results indicated that typically developing and low language ability children were differentiated on the basis of pretest-posttest change and that dynamic measures (e.g., posttest scores of single-word labeling and modifiability ratings from the mediation sessions) predicted the ability groups better than static measures (e.g., pretest scores of single-word labeling, description, and academic concepts). These results suggest that dynamic assessment approaches may effectively differentiate language difference from language disorder.

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Section: Language Ability Differencessupporting

confidence: 89%

Section: Dynamic Assessmentmentioning

confidence: 99%

Section: Dynamic Assessmentmentioning

confidence: 99%

See 1 more Smart Citation

Reducing Test Bias Through Dynamic Assessment of Children's Word Learning Ability

Peña

Iglesias

Lidz

2001

Am J Speech Lang Pathol

216

127

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“…Secondly, a focus of dynamic assessment is on the observation of learning processes and strategies during the teaching phase. Examiners look for evidence of emerging skills and strategies as they watch children attempt to learn a new skill (Haywood & Tzuriel, 1992;Haywood & Wingenfeld, 1992). Finally, dynamic assessment measures more than the demonstration of a skill at one point in time.…”

mentioning

confidence: 99%

Dynamic Assessment of School-Age Children’s Narrative Ability: An Experimental Investigation of Classification Accuracy

Peña

Gillam

Malek

et al. 2006

J Speech Lang Hear Res

141

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Two experiments examined reliability and classification accuracy of a narration-based dynamic assessment task.Purpose-The first experiment evaluated whether parallel results were obtained from stories created in response to 2 different wordless picture books. If so, the tasks and measures would be appropriate for assessing pretest and posttest change within a dynamic assessment format. The second experiment evaluated the extent to which children with language impairments performed differently than typically developing controls on dynamic assessment of narrative language.Method-In the first experiment, 58 1st-and 2nd-grade children told 2 stories about wordless picture books. Stories were rated on macrostructural and microstructural aspects of language form and content, and the ratings were subjected to reliability analyses. In the second experiment, 71 children participated in dynamic assessment. There were 3 phases: a pretest phase, in which children created a story that corresponded to 1 of the wordless picture books from Experiment 1; a teaching phase, in which children attended 2 short mediation sessions that focused on storytelling ability; and a posttest phase, in which children created a story that corresponded to a second wordless picture book from Experiment 1. Analyses compared the pretest and posttest stories that were told by 2 groups of children who received mediated learning (typical and language impaired groups) and a no-treatment control group of typically developing children from Experiment 1.Results-The results of the first experiment indicated that the narrative measures applied to stories about 2 different wordless picture books had good internal consistency. In Experiment 2, typically developing children who received mediated learning demonstrated a greater amount of pretest to posttest change than children in the language impaired and control groups. Classification analysis indicated better specificity and sensitivity values for measures of response to intervention (modifiability) and posttest storytelling than for measures of pretest storytelling. Observation of modifiability was the single best indicator of language impairment. Posttest measures and modifiability together yielded no misclassifications. Conclusion-The first experiment supported the use of 2 wordless picture books as stimulus materials for collecting narratives before and after mediation within a dynamic assessment paradigm. The second experiment supported the use of dynamic assessment for accurately identifying language impairments in school-age children. Traditionally, speech-language pathologists diagnose children with language impairments (LI) by comparing their performance on standardized tests with the performance of their same-age peers (Tomblin, Records, & Zhang, 1996). There is growing dissatisfaction with single-time assessment because of the potential for measurement error (Bracken, 1988;McCauley & Swisher, 1984a, 1984bPlante & Vance, 1994) as well as the interfering effects of potential cultural bias (De...

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“…The most often cited and clear-cut definition of dynamic assessment is that it usually follows a sequence of a pretest followed by mediation and concluding with a post test (Budoff, 1987a(Budoff, , 1987bCampione, 1996;Elkonin, Foxcroft, Roodt & Astbury, 2001;Hamers & Resing, 1993;Haywood & Wigenfeld, 1992;Haywood, Tzuriel & Vaught, 1992;Lidz, 1987b;Lidz, 1997;Lidz & Pena, 1996). However limiting this definition may be, it is one of the key features and the most universally recognisable element of dynamic assessment.…”

Section: The Origins Of Dynamic Assessment -Early Twentieth Century Pmentioning

confidence: 99%

A Review of South African Research in the Field of Dynamic Assessment

Murphy

Maree

2006

South African Journal of Psychology

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Dynamic assessment, and in particular the learning potential approach, are receiving increasing attention from educators and research practitioners worldwide. This article reports on the status of dynamic assessment in South Africa, with particular reference to its use in higher education. A review of local studies and an informal survey of 36 institutions revealed that it is widely recognised that fair selection of students from a variety of different backgrounds requires assessment strategies that focus on future potential in addition to current ability. To this end, a number of South African learning potential instruments have been developed, empirical studies conducted (in most cases with positive results), and selection procedures implemented that make use of dynamic assessment techniques. The development and use of dynamic assessment in South Africa has been limited by misperceptions regarding the nature of dynamic assessment; a lack of a consistent definitions and research approaches; and perceptions regarding high costs of implementation.

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Interactive Assessment as a Research Tool

Cited by 25 publications

References 13 publications

Reducing Test Bias Through Dynamic Assessment of Children's Word Learning Ability

Reducing Test Bias Through Dynamic Assessment of Children's Word Learning Ability

Dynamic Assessment of School-Age Children’s Narrative Ability: An Experimental Investigation of Classification Accuracy

A Review of South African Research in the Field of Dynamic Assessment

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