Interactive Assessment

  • H. Carl Haywood
  • David Tzuriel

Part of the Disorders of Human Learning, Behavior, and Communication book series (HUMAN LEARNING)

Table of contents

  1. Front Matter
    Pages i-xii
  2. Theoretical Bases of Interactive Assessment

    1. Front Matter
      Pages 1-2
    2. H. Carl Haywood, David Tzuriel, Susan Vaught
      Pages 38-63
    3. Jürgen Guthke, Sabine Wingenfeld
      Pages 64-93
    4. J. P. Das, Robert N. F. Conway
      Pages 94-115
  3. Research on Interactive Assessment and Related Issues

  4. Applications of Interactive Assessment

    1. Front Matter
      Pages 273-274
    2. Marilyn T. Samuels, Carol H. Lamb, Lorna Oberholtzer
      Pages 275-299
    3. Kevin J. Keane, Abraham J. Tannenbaum, Gary F. Krapf
      Pages 300-316
    4. Victor R. Delclos, Nancy J. Vye, M. Susan Burns, John D. Bransford, Ted S. Hasselbring
      Pages 317-331
  5. Case Studies of Interactive Assessment

    1. Front Matter
      Pages 397-397
    2. Jean-Louis Paour, Guylaine Soavi
      Pages 419-442
  6. Public Policy Issues in Psychoeducational Assessment

    1. Front Matter
      Pages 443-443
    2. Cheryl A. Utley, H. Carl Haywood, John C. Masters
      Pages 445-469
    3. H. Carl Haywood, David Tzuriel
      Pages 504-507
  7. Back Matter
    Pages 509-527

About this book


The terms interactive and dynamic would never have been associated with psychological and psychoeducational assessment a generation ago. They have currency now because of widespread dissatisfaction with the normative, standardized testing model, criticism of theoretical concepts of intelligence, recognition of abuses of standardized intelligence testing, and frustration with prediction and classification as primary goals of assessment. It is almost certainly true that public policy concerns propel scientific activity far more often than science propels public policy! In the case of psychological assessment, public policy concerns have arisen in the last 20 years primarily around issues of possible "discrimination" against members of ethnic minorities. At the same time, there has been a re­ surgence of dedication to "excellence in education" goals. These concerns have led to such extreme measures as prohibition of the use of standard­ ized intelligence tests to determine school placement decisions, especially for minority children. They have led also to a search for alternatives to standardized, normative testing. The chapters in this volume represent a variety of answers to this need.


Entwicklungstest Intelligenztest Sozialisation attention intelligence kognitive Entwicklung learning planning psychoeducational assessment

Editors and affiliations

  • H. Carl Haywood
    • 1
  • David Tzuriel
    • 2
  1. 1.Vanderbilt UniversityNashvilleUSA
  2. 2.Bar Ilan UniversityRamat-GanIsrael

Bibliographic information