Investigating Primary School Children’s Creative Potential Through Dynamic Assessment

Zbainos, Dimitrios; Tziona, Athanasia

doi:10.3389/fpsyg.2019.00733

Cited by 11 publications

(5 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The result testifies the third study question, for the teacher mediates as interventionist and interactionist to improve learning by providing sequential prompts. Rashidi and Najed (2018), Adeline (2012), Dimitrios and Athanasia (2019), recommend this tendency. As per the results, 59.1% of respondents agreed with devoting instructional time during classes to fill learning gaps, and 56.8% of respondents preferred giving all the instructions at a time for a specific task.…”

Section: Interview Protocolmentioning

confidence: 99%

Dynamic Assessment: A Complementary Method to Promote EFL Learning

Abdul¹,

Mohammedzein²

2021

AWEJ

View full text Add to dashboard Cite

Although some assessment modes have proved successful, many learning problems encountered by low achieving learners need to be fixed by a more procedurally adequate remedial classroom assessment. Many EFL instructors adopt conventional and static modes of assessment rather than flexible and humanistic assessment modes. Hence, the study aims at examining how Dynamic Assessment that premises on Vygotsky’s ‘zone of proximal development and advocates mediation through good social setting and practice can enhance EFL language learning. Accordingly, 25 EFL students pursuing the first level of an undergraduate course at Prince Sattam bin Abdulaziz University, formed the experimental group for the writing task and 20 for the Reading task. Pre-test and post-test were administered based on Browns’ Interventionist Model for writing task and Feuerstein’s Interactionist model for Reading Comprehension. In addition, an online questionnaire was distributed to 43 university teachers from Prince Sattam bin Abdulaziz University to elicit their opinion. Data were statistically analyzed using SPSS. The results show a significant relation between Dynamic Assessment and language learning. The implications of findings will be helpful in EFL classrooms and research.

show abstract

Section: Interview Protocolmentioning

confidence: 99%

Dynamic Assessment: A Complementary Method to Promote EFL Learning

Abdul¹,

Mohammedzein²

2021

AWEJ

View full text Add to dashboard Cite

show abstract

“…Other studies have indicated divergent thinking to be a better predictor for academic success than intelligence measures [44,45], possibly due to the relationship between divergent thinking and extrinsic motivation. The application of dynamic testing to divergent thinking is still limited, but research has nevertheless demonstrated that it could be successful [46,47]. These studies have indicated that training during dynamic testing improves divergent thinking, and that dynamic measures can be used to identify different types of learning styles.…”

Section: Reasoningmentioning

confidence: 99%

Discovering Learning Potential in Secondary Education Using a Dynamic Screening Instrument

Graafeiland

Veerbeek

Janssen³

et al. 2023

Education Sciences

View full text Add to dashboard Cite

This study aimed to investigate the effectiveness of a newly developed dynamic screening instrument, using a learning phase with standardized prompts, to assess first year secondary school students’ potential for learning. This instrument aimed to provide an alternative to the current static tests. The study sample included 55 children (mean age = 13.17 years) from different Dutch educational tracks. The dynamic screener consisted of the subtests reading, mathematics, working memory, planning, divergent thinking, and inductive reasoning. Each subtest employed a test–training–test design. Based on randomized blocking, half of the children received graduated prompt training between pre-test and post-test, while the other half did not. On some, but not all, subtests, training seemed to lead to an increase in performance. Additionally, some constructs measured through the dynamic screener were related to current school performance. This pilot study provides preliminary support for the use of such an instrument to gain more insight into children’s learning potential and instructional needs. Directions for future research are discussed.

show abstract

“…DA is highly usable in classrooms and other settings where digital platforms are available, and is also applicable for assessing the current and future performance of children with special needs, de ned variously as their neurodevelopmental pro le (Naranjo and Robles-Bello, 2020), educational trajectories (Cho et al, 2020) or developmental circumstances (Henderson, Restrepo and Aiken, 2018). Working with children with special needs or whose language is not that of the static assessments, DA can evaluate current educational skills and construct a child's ZPD (Zbainos and Tziona, 2019). It has been argued that DA is better than static assessment tasks (Petersen et al, 2020), it can predict educational trajectories (Petersen, Gragg and Spencer, 2018) and can support the design of useful interventions (Feuerstein et al, 2019).…”

Section: Dynamic Assessmentmentioning

confidence: 99%

Foundations of academic knowledge

Bonte¹,

Ivinson²,

Merkley³

et al. 2022

Reimagining Education: The International Science and Evidence Based Education Assessment

View full text Add to dashboard Cite

T his chapter assesses the acquisition of academic knowledge and skills in domains including literacy, numeracy, sciences, arts and physical education. It examines how learning trajectories arise from complex interactions between individual brain development and sociocultural environments. Teaching literacy and numeracy to all students is a goal of most school systems. While there are some fundamental skills children should grasp to succeed in these domains, the best way to support each student's learning varies depending on their individual development, language, culture and prior knowledge. Here we explore considerations for instruction and assessment in di erent academic domains. To accommodate the ourishing of all children, exibility must be built into education systems, which need to acknowledge the diverse ways in which children can progress through learning trajectories and demonstrate their knowledge.

show abstract

Investigating Primary School Children’s Creative Potential Through Dynamic Assessment

Cited by 11 publications

References 44 publications

Dynamic Assessment: A Complementary Method to Promote EFL Learning

Dynamic Assessment: A Complementary Method to Promote EFL Learning

Discovering Learning Potential in Secondary Education Using a Dynamic Screening Instrument

Foundations of academic knowledge

Contact Info

Product

Resources

About