International Survey of Dynamic Assessment Trainers

Haywood, Carl H.; Lidz, Carol S.

doi:10.1891/194589505787382559

Cited by 4 publications

(2 citation statements)

References 2 publications

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“…Many are disinclined to trust computers as a way forward, citing human mediation and expertise as key; Deutsch asserted that the requirements go far beyond simple test administration [18]. Haywood and Lidz emphasise the indispensability of specialised training and emphatically advocate restricting DA facilitation to experienced (human) professionals [61,143]. There is much to support such a thesis, but this should not preclude the adoption of technology to expedite DA procedures under the learned direction of experienced practitioners.…”

Section: Prioritising the Sociotechnical Balancementioning

confidence: 99%

A Narrative Review of the Sociotechnical Landscape and Potential of Computer-Assisted Dynamic Assessment for Children with Communication Support Needs

Norrie,

Deckers,

Radstaake

et al. 2024

MTI

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This paper presents a narrative review of the current practices in assessing learners’ cognitive abilities and the limitations of traditional intelligence tests in capturing a comprehensive understanding of a child’s learning potential. Referencing prior research, it explores the concept of dynamic assessment (DA) as a promising yet underutilised alternative that focuses on a child’s responsiveness to learning opportunities. The paper highlights the potential of novel technologies, in particular tangible user interfaces (TUIs), in integrating computational science with DA to improve the access and accuracy of assessment results, especially for children with communication support needs (CSN), as a catalyst for abetting critical communicative competencies. However, existing research in this area has mainly focused on the automated mediation of DA, neglecting the human element that is crucial for effective solutions in special education. A framework is proposed to address these issues, combining pedagogical and sociocultural elements alongside adaptive information technology solutions in an assessment system informed by user-centred design principles to fully support teachers/facilitators and learners with CSN within the special education ecosystem.

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Section: Prioritising the Sociotechnical Balancementioning

confidence: 99%

A Narrative Review of the Sociotechnical Landscape and Potential of Computer-Assisted Dynamic Assessment for Children with Communication Support Needs

Norrie,

Deckers,

Radstaake

et al. 2024

MTI

View full text Add to dashboard Cite

show abstract

“…As such, interest in Dynamic Assessment (DA) as an alternative form of cognitive assessment has grown considerably in the UK in recent years (Deutsch and Reynolds, 2000;Stringer, Elliot and Lauchlan, 1997). In contrast to SA whereby any kind of interaction or assistance during the assessment is considered unacceptable, unfair or even cheating as it is considered as a threat to the reliability of test scores (Haywood and Lidz, 2007), DA adopts a categorically different stance to SA and maintains that important information about a learner's abilities can only be obtained by offering assistance during assessment. Poehner and Lantolf (2005) argue that "…the express goal of Dynamic Assessment is to unify assessment and instruction into a single activity, the goal of which is learner development" (p. 254).…”

Section: Assessmentmentioning

confidence: 99%

The Impact of ‘Race’, Culture and Ethnicity on the Practice of White, British Educational Psychologists

Ashraf¹

2020

Preprint

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One criticism of the increased ‘racial’, ethnic and cultural diversification of British society is the oft-repeated narrative in the British media about educational services being under enormous strain as they grapple with the influx of immigrant children moving into Britain. However, with figures indicating that children of immigrant parents, particularly those from minority ethnic backgrounds, face profound challenges in academic attainment and their school experiences compared to their non-BME peers, the changing demography of schools appears to be a matter of increasing importance for educational policy makers.With a significant number of the UK school population composed of those from linguistically, ethnically and culturally diverse backgrounds, it is unlikely for Educational Psychologists (EPs) not to encounter pupils who differ from them in terms of ‘race’, ethnicity and culture. However, with attitudes and perspectives of a culturally diverse population likely to be quite different from that of the helping professional, EPs must be adequately prepared to address the challenges presented when working with those from ethnically, ‘racially’ and culturally diverse backgrounds. Yet, herein lies the predicament. Since EPs rely on theoretical frameworks that are conventionally derived from a privileged, White Eurocentric/North American middle-class value system, the social, emotional and cognitive needs of other ethnic groups are likely to be neglected, as definitions of normality and abnormality may differ considerably. As a result of this, the need to become culturally competent as EPs has never been more important.On account of the researcher’s reflexivity on being a trainee from a minority ethnic background and, the majority of research into multicultural competence originating in North America, using a social constructionist stance, this study set out to explore the impact of ‘race’, culture and ethnicity on the practice of White, British EPs.Twelve EPs across three London local authorities were recruited to participate in the research and data collected via focus groups and semi-structured interviews.Data was analysed using thematic analysis which identified five final themes as impacting on EPs’ abilities to provide services to those from minority ethnic backgrounds; challenges of working with minority ethnic parents, the culture of schools, changes to education services, EP training courses and reflections on their role when working in a multicultural society.The implications of these findings for parents, schools, services, EP training courses and EPs are considered. In addition, the impact of this research on the researcher is also addressed.

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A Career in School Psychology: Some Themes, Many Variations

Lidz

2020

Women Leaders in School Psychology

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International Survey of Dynamic Assessment Trainers

Cited by 4 publications

References 2 publications

A Narrative Review of the Sociotechnical Landscape and Potential of Computer-Assisted Dynamic Assessment for Children with Communication Support Needs

A Narrative Review of the Sociotechnical Landscape and Potential of Computer-Assisted Dynamic Assessment for Children with Communication Support Needs

The Impact of ‘Race’, Culture and Ethnicity on the Practice of White, British Educational Psychologists

A Career in School Psychology: Some Themes, Many Variations

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