Publication Cover
Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 36, 2016 - Issue 1
1,820
Views
14
CrossRef citations to date
0
Altmetric
Articles

A review scrutinising the consequential validity of dynamic assessment

, &
Pages 112-137 | Received 19 Jul 2013, Accepted 03 Apr 2014, Published online: 15 May 2014

References

  • Antón, M. (2009). Dynamic assessment of advanced second language learners. Foreign Language Annals, 42, 576–598.10.1111/flan.2009.42.issue-3
  • Beckmann, J. F. (2006). Superiority: Always and everywhere? On some misconceptions in the validation of dynamic testing. Educational and Child Psychology, 23, 35–49.
  • Borkowski, J. G., Carothers, S. S., Howard, K., Schatz, J., & Farris, J. R. (2007). Intellectual assessment and intellectual disability. In J. W. Jacobson, J. A. Mulick, J. Rojahn, J. W. Jacobson, J. A. Mulick, & J. Rojahn (Eds.), Handbook of intellectual and developmental disabilities (pp. 261–277). New York, NY: Springer. doi:10.1007/0-387-32931-5_14
  • Carlson, J. S., & Wiedl, K. H. (1992). Principles of dynamic assessment: The application of a specific model. Learning and Individual Differences, 4, 153–166. doi:10.1016/1041-6080(92)90011-310.1016/1041-6080(92)90011-3
  • Compton, D. L., Fuchs, D., Fuchs, L. S., Bouton, B., Gilbert, J. K., Barquero, L. A., … Crouch, R. C. (2010). Selecting at-risk first-grade readers for early intervention: Eliminating false positives and exploring the promise of a two-stage gated screening process. Journal of Educational Psychology, 102, 327–340. doi:10.1037/a001844810.1037/a0018448
  • de Beer, M. (2010a). Longitudinal predictive validity of a learning potential test. Journal of Psychology in Africa, 20, 225–231.
  • de Beer, M. (2010b). A modern assessment psychometric approach to dynamic assessment. Journal of Psychology in Africa, 20, 241–246.
  • Dina, F., & Efklides, A. (2009). Metacognitive experiences as the link between situational characteristics, motivation, and affect in self-regulated learning. In M. Wosnitza, S. Karabenick, A. Efklides, & P. Nenniger (Eds.), Contemporary motivation research: From global to local perspectives (pp. 117–146). Cambridge, MA: Hogrefe & Huber.
  • Dolores Calero, M., Belen, G. M., & Auxiliadora Robles, M. (2011). Learning potential in high IQ children: The contribution of dynamic assessment to the identification of gifted children RID C-7284-2011. Learning and Individual Differences, 21, 176–181. doi:10.1016/j.lindif.2010.11.02510.1016/j.lindif.2010.11.025
  • Elleman, A. M., Compton, D. L., Fuchs, D., Fuchs, L. S., & Bouton, B. (2011). Exploring dynamic assessment as a means of identifying children at risk of developing comprehension difficulties. Journal of Learning Disabilities, 44, 348–357. doi:10.1177/002221941140786510.1177/0022219411407865
  • Fabio, R. A. (2005). Dynamic assessment of intelligence is a better reply to adaptive behavior and cognitive plasticity. The Journal of General Psychology, 132, 41–64.10.3200/GENP.132.1.41-66
  • Feuerstein, R., Rand, Y., & Hoffman, M. B. (1979). The dynamic assessment of retarded performers. The learning potential assessment device: Theory, instruments, and techniques. Jerusalem: ICELP Press.
  • Fuchs, D., Compton, D. L., Fuchs, L. S., Bouton, B., & Caffrey, E. (2011). The construct and predictive validity of a dynamic assessment of young children learning to read: Implications for RTI frameworks. Journal of Learning Disabilities, 44, 339–347. doi:10.1177/002221941140786410.1177/0022219411407864
  • Fuchs, L. S., Compton, D. L., Fuchs, D., Hollenbeck, K. N., Craddock, C. F., & Hamlett, C. L. (2008). Dynamic assessment of algebraic learning in predicting third graders’ development of mathematical problem solving. Journal of Educational Psychology, 100, 829–850.10.1037/a0012657
  • Fuchs, L. S., Compton, D. L., Fuchs, D., Hollenbeck, K. N., Hamlett, C. L., & Seethaler, P. M. (2011). Two-stage screening for math problem-solving difficulty using dynamic assessment of algebraic learning. Journal of Learning Disabilities, 44, 372–380. doi:10.1177/002221941140786710.1177/0022219411407867
  • Gielen, S., Dochy, F., & Dierick, S. (2003). Evaluating the consequential validity of new modes of assessment: The influence of assessment on learning, including pre-, post-, and true assessment effects. In M. Segers, F. Dochy, & E. Cascallar (Eds.), Optimising new modes of assessment: In search of qualities and standards (pp. 37–54). Dordrecht: Kluwer Academic.10.1007/0-306-48125-1
  • Gillam, S. L., Fargo, J., Foley, B., & Olszewski, A. (2011). A nonverbal phoneme deletion task administered in a dynamic assessment format. Journal of Communication Disorders, 44, 236–245. doi:10.1016/j.jcomdis.2010.11.00310.1016/j.jcomdis.2010.11.003
  • Gummersall, D. M., & Strong, C. J. (1999). Assessment of complex sentence production in a narrative context. Language Speech and Hearing Services in Schools, 30, 152–164.
  • Hamers, J. H. M., Hessels, M. G. P., & Pennings, A. H. (1996). Learning potential in ethnic minority children. European Journal of Psychological Assessment, 12, 183–192.10.1027/1015-5759.12.3.183
  • Haywood, H. C. (2012). Dynamic assessment: A history of fundamental ideas. Journal of Cognitive Education and Psychology, 11, 217–229. doi:10.1891/1945-8959.11.3.217
  • Hessels, M. G. P. (1993). Leertest voor ethische minderheden: Theoretische en empirische verantwoording [Learning potential test for ethnic minorities: Theoretical and empirical foundation]. Rotterdam: RISBO.
  • Hessels, M. G. P. (2000). The learning potential test for ethnic minorities (LEM): A tool for standardized assessment of children in kindergarten and the first years of primary school. In C. S. Lidz & J. Elliott (Eds.), Dynamic assessment: Prevailing models and applications (pp. 109–131). New York, NY: Elsevier.
  • Hessels-Schlatter, C., & Hessels, M. G. P. (2009). Clarifying some issues in dynamic assessment: Comments on Karpov and Tzuriel. Journal of Cognitive Education and Psychology, 8, 246–251.10.1891/1945-8959.8.3.246
  • Jeltova, I., Birney, D., Fredine, N., Jarvin, L., Sternberg, R. J., & Grigorenko, E. L. (2011). Making instruction and assessment responsive to diverse students’ progress: Group-administered dynamic assessment in teaching mathematics. Journal of Learning Disabilities, 44, 381–395. doi:10.1177/002221941140786810.1177/0022219411407868
  • Jitendra, A. K., & Kameenui, E. J. (1996). Experts’ and novices error patterns in solving part-whole mathematical word problems. Journal of Educational Research, 90, 42–51.10.1080/00220671.1996.9944442
  • Kanevsky, L., & Geake, J. (2004). Inside the zone of proximal development: Validating a multifactor model of learning potential with gifted students and their peers. Journal for the Education of the Gifted, 28, 182–217.
  • Katz, N., Golstand, S., Bar-Ilan, R. T., & Parush, S. (2007). The dynamic occupational therapy cognitive assessment for children (DOTCA-ch): A new instrument for assessing learning potential. American Journal of Occupational Therapy, 61, 41–52.10.5014/ajot.61.1.41
  • Kirkwood, M. W., Weiler, M. D., Bernstein, J. H., Forbes, P. W., & Waber, D. P. (2001). Sources of poor performance on the rey-osterrieth complex figure test among children with learning difficulties: A dynamic assessment approach. Clinical Neuropsychologist, 15, 345–356.
  • Larsen, J. A., & Nippold, M. A. (2007). Morphological analysis in school-age children: Dynamic assessment of a word learning strategy. Language, Speech, and Hearing Services in Schools, 38, 201–212.10.1044/0161-1461(2007/021)
  • Lauchlan, F., & Elliott, J. (2001). The psychological assessment of learning potential. British Journal of Educational Psychology, 71, 647–665.10.1348/000709901158712
  • Lidz, C. S. (1995). Dynamic assessment and the legacy of L.S. Vygotsky. School Psychology International, 16, 143–153.10.1177/0143034395162005
  • Lidz, C. S., & Macrine, S. L. (2001). An alternative approach to the identification of gifted culturally and linguistically diverse learners: The contribution of dynamic assessment. School Psychology International, 22, 74–96.10.1177/01430343010221006
  • Meijer, J. (2001). Learning potential and anxious tendency: Test anxiety as a bias factor in educational testing. Anxiety, Stress & Coping, 14, 337–362.10.1080/10615800108248361
  • Meijer, J., & Elshout, J. J. (2001). The predictive and discriminant validity of the zone of proximal development. British Journal of Educational Psychology, 71, 93–113.10.1348/000709901158415
  • Messick, S. (1989). Meaning and values in test validation: The science and ethics of assessment. Educational Researcher, 18, 5–11.10.3102/0013189X018002005
  • Messick, S. (1995). Standards of validity and the validity of standards in performance assessment. Educational Measurement: Issues and Practice, 14, 5–8.
  • Minnaert, A., & Vermunt, J. D. (2006). 25 jaar Onderwijspsychologie in Nederland en Vlaanderen in de periode 1980 tot 2005: Trends, pendels en grensverleggers [25 years of Educational psychology in The Netherlands and Flanders during 1980 till 2005]. Pedagogische Studiën, 83, 260–277.
  • Nirmalakhandan, N. (2009). Use of computerized dynamic assessment to improve student achievement: Case study. Journal of Professional Issues in Engineering Education and Practice, 135, 75–80.10.1061/(ASCE)1052-3928(2009)135:2(75)
  • Peltenburg, M., van den Heuvel-Panhuizen, M., & Doig, B. (2009). Mathematical power of special-needs pupils: An ICT-based dynamic assessment format to reveal weak pupils’ learning potential. British Journal of Educational Technology, 40, 273–284.10.1111/bjet.2009.40.issue-2
  • Peltenburg, M., van den Heuvel-Panhuizen, M., & Robitzsch, A. (2010). ICT-based dynamic assessment to reveal special education students’ potential in mathematics. Research Papers in Education, 25, 319–334. doi:10.1080/02671522.2010.49814810.1080/02671522.2010.498148
  • Perry, N., Turner, J. C., & Meyer, D. K. (2006). Classrooms as contexts for motivated learning. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 327–348). Mahwah, NJ: Lawrence Erlbaum.
  • Prince, A., Minnaert, A., & Opdenakker, M.-C. (2014) Motivation in educational interventions: A systematic review exploring the concept in relation to intervention outcomes. Manuscript submitted for publication.
  • Resing, W. C. M. (1990). Intelligentie en leerpotentieel. Een onderzoek naar het leerpotentieel van jonge leerlingen uit het basis- en speciaal onderwijs [Intelligence and learning potential. A study on the learning potential of young children from primary schools and special education]. Lisse: Swets & Zeitlinger.
  • Resing, W. C. M. (2006). Using children’s ‘ability to learn’ in diagnosis and assessment. Educational & Child Psychology, 23, 6–11.
  • Resing, W. C. M., Tunteler, E., de Jong, F. M., & Bosma, T. (2009). Dynamic testing in indigenous and ethnic minority children. Learning and Individual Differences, 19, 445–450. doi:10.1016/j.lindif.2009.03.00610.1016/j.lindif.2009.03.006
  • Ruijssenaars, A. J. J. M. (2001). Leerproblemen en leerstoornissen. Remedial teaching en behandeling. Hulpschema’s voor opleiding en praktijk [Learning difficulties and learning disabilities. Remedial teaching and treatment. Frameworks for education and practice]. Rotterdam: Lemniscaat.
  • Ryba, K. (1998). Dynamic assessment and programme planning for students with intellectual disabilities. New Zealand Journal of Psychology, 27, 3–10.
  • Schlatter, C., & Büchel, F. P. (2000). Detecting reasoning abilities of persons with moderate mental retardation: The analogical reasoning learning test (ARLT). In C. S. Lidz & J. Elliott (Eds.), Dynamic assessment: Prevailing models and applications (pp. 155–186). New York, NY: Elsevier.
  • Shamir, A., & Tzuriel, D. (2004). Children’s mediational teaching style as a function of intervention for cross-age peer-mediation. School Psychology International, 25, 59–78.10.1177/0143034304024782
  • Shapiro, E. S. (1987). Behavioral assessment in school psychology. Hillsdale, NJ: Lawrence Erlbaum.
  • Shapiro, E. S., & Kratochwill, T. R. (2000). Behavioral assessment in schools. Theory, research, and clinical foundations. New York, NY: Guilford Press.
  • Sternberg, R. J., Grigorenko, E. L., Ngorosho, D., Tantufuye, E., Mbise, A., Nokes, C., Jukes, M., & Bundy, D. A. (2002). Assessing intellectual potential in rural Tanzanian school children. Intelligence, 30, 141–162.10.1016/S0160-2896(01)00091-5
  • Swanson, H. L. (1995a). Effects of dynamic testing on the classification of learning-disabilities – The predictive and discriminant validity of the Swanson cognitive processing test (S-cpt). Journal of Psychoeducational Assessment, 13, 204–229.10.1177/073428299501300301
  • Swanson, H. L. (1995b). Using the cognitive processing test to assess ability: Development of a dynamic assessment measure. School Psychology Review, 24, 672–693.
  • Swanson, H. L. (2011). Dynamic testing, working memory, and reading comprehension growth in children with reading disabilities. Journal of Learning Disabilities, 44, 358–371. doi:10.1177/002221941140786610.1177/0022219411407866
  • Swanson, H. L., & Howard, C. B. (2005). Children with reading disabilities: Does dynamic assessment help in the classification? Learning Disability Quarterly, 28, 17–34.10.2307/4126971
  • Teo, P., & Roodenburg, J. (2013). Extensions of cognitive ability assessment with dynamic testing using self-regulated learning. Journal of Cognitive Education and Psychology, 12, 230–250. doi:10.1891/1945-8959.12.2.230
  • Tiekstra, M., Hessels, M. G. P., & Minnaert, A. E. M. G. (2009). Learning capacity in adolescents with mild intellectual disabilities. Psychological Reports, 105, 804–814. doi:10.2466/PR0.105.3.804-81410.2466/PR0.105.3.804-814
  • Tzuriel, D. (2000). The seria-think instrument: Development of a dynamic test for young children. School Psychology International, 21, 177–194.10.1177/0143034300212005
  • Tzuriel, D., & Kaufman, R. (1999). Mediated learning and cognitive modifiability: Dynamic assessment of young Ethiopian immigrant children to Israel. Journal of Cross-Cultural Psychology, 30, 359–380.10.1177/0022022199030003005
  • UNESCO. (1994). The Salamanca statement and framework for action on special needs education. Paris: Author.
  • Vermunt, J. D. (1996). Metacognitive, cognitive and affective aspects of learning styles and strategies: A phenomenographic analysis. Higher Education, 31, 25–50.10.1007/BF00129106
  • Viljoen, J. L., Odgers, C., Grisso, T., & Tillbrook, C. (2007). Teaching adolescents and adults about adjudicative proceedings: A comparison of pre- and post-teaching scores on the MacCAT-CA. Law and Human Behavior, 31, 419–432.10.1007/s10979-006-9069-1
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  • Wigfield, A., Byrnes, J. P., & Eccles, J. S. (2006). Development during early and middle adolescence. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 87–113). Mahwah, NJ: Lawrence Erlbaum.
  • Wilson, B. (1998). Matching student needs to instruction. In S. A. Vogel & S. Reder (Eds.), Learning disabilities, literacy and adult education (pp. 191–212). Baltimore, MD: Brookes.
  • Woide, N., Beckmann, J. F., Elliott, J. G., & Guthke, J. (2005). Effects of feedback: Individual differences in the ability to benefit from feedback. Paper for the 10th Conference of the International Association on Cognitive Education and Psychology, University of Durham, England.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.