Dynamic Group Assessment for Prescriptive Teaching: Differential Effects of Treatments

Abstract

The concept of cognitive modifiability, its nature, antecedents, and applications for assessment and intervention, has been recently the focus of interest for many psychologists and educators. The interest in cognitive modifiability has been broadened mainly because of the comprehensive work of Feuerstein and his colleagues on assessment of learning potential and the development of the Learning Potential Assessment Device (LPAD) and the Instrumental Enrichment program for modification of the intellectual level of functioning (Feuerstein, Rand, Hoffman, 1979; Feuerstein, Rand, Hoffman & Miller, 1980; Feuerstein, Haywood, Rand, Hoffman, & Jensen, 1986). An important characteristic of the LPAD, which is the most extensive dynamic approach known in the literature, is the fact that both the assessment method and the systematic interventional program are intrinsically linked to the same theoretical framework.