Abstract
Dynamic assessment is a relatively new and promising approach to educational evaluation. The term dynamic assessment, as defined in this discussion, refers to attempts to assess individuals’ responsiveness to teaching (Feuerstein, Rand, & Hoffman, 1979) or “zone of sensitivity to instruction” (Vygotsky, 1978; Wood, 1980; Wood, Wood, & Middleton, 1978). The methods of assessment are different from those used in standardized, “static” assessments such as intelligence tests and achievement tests, where instruction on the part of the testor invalidates results. In dynamic assessment, instruction is essential. The critical components of dynamic assessment are systematic attempts (a) to change various components of tasks in order to assure that the examinee understands what is required, and (b) to experiment with different approaches to teaching the examinee how to complete the task. Both of these elements are included in order to determine specific instructional techniques that are most effective for each child.
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Delclos, V.R., Vye, N.J., Burns, M.S., Bransford, J.D., Hasselbring, T.S. (1992). Improving the Quality of Instruction: Roles for Dynamic Assessment. In: Haywood, H.C., Tzuriel, D. (eds) Interactive Assessment. Disorders of Human Learning, Behavior, and Communication. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-4392-2_13
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