Dynamic Assessment

Presentation for University Course Design workshop October 2015

Dynamic Assessment

l Distinctions between ‘latent’ and ‘developed’ capacities

l Conventional (achievement) measure latent capacity only as manifest in performance

l Performance can be affected by many factors: schooling; prior experience; parental support; test-taking ‘literacy’; …

Dynamic Assessment

l Developed abilities: what a test writer can do, given the opportunities available

l Latent abilities: what a test writer might do, given ideal or near ideal opportunities

l May wish to know differences between developed and latent capacities

l Dynamic testing may serve as a bridge

Dynamic Assessment

l Dynamic assessment is assessment with instruction

l Major recent approaches:– Feuerstein et al: Structural cognitive modifiability– Budoff et al: Learning potential testing– Campione & Browne: Graduated prompt

approach– Guthke et al: German learning potential tests– Hessels & Hamers: Dutch learning potential tests

Dynamic Assessment

l Two common approaches: (1) test-teach-test and (2) feedback on outcome

l Dynamic assessment taps into a developing process

l Feedback is given explicitly or implicitlyl Examiner and writer in interactive

relationship

Dynamic Assessment

l The goal of dynamic assessment is to see whether and by how much the test taker changes as a result of being given an opportunity to learn

Dynamic Assessment

l Historically attributed to Vygotsky principallyl Driven by the need to find tests that were:

– More culture-fair– Workable in culturally / educationally diverse

settings– More developmental, for educationally

disadvantaged students– Aimed at assessing learning potential

Dynamic Assessment

l Dynamic assessment can provide a basis for the teaching and developing of capacities

l And learning potentiall Can serve socio-political and cultural goals,

e.g. access and opportunities to writers whose developed abilities may not be visible on conventional assessments

The Assessment Approach

l Language-as-vehicle, rather than language-as-target

l Reading and writing modes onlyl Predominantly generic testsl Downplay distinctions between first and

second (or additional) English language

The Assessment Approach

l Tests are based on a theme that is culturally neutral / balanced, and that allows opportunities for authentic academic engagement

l Prior knowledge reduced as far as possiblel Assess topical and language responsivenessl Assess language at grammatical, textual,

functional and socio-linguistic levels

The Assessment Approach

l Reduce the role played by strategic competence (dealing with timed-tests; answering questions according to mark allocation)

l Keep theme and content non-emotivel Use a ‘scaffolding’ approachl Use an inter-disciplinary panel of developers

Selected bibliography

l Budoff, M. (1987). Measures for assessing learning potential. In C.S. Lidz (Ed.) Dynamic assessment: An interactional approach to evaluating learning potential (pp.173-195). New York: The Guilford Press

l Campione, J.C. & Brown, A.L. (1987). Linking dynamic testing with school achievement. In C.S. Lidz (Ed.) Dynamic assessment: An interactional approach to evaluating learning potential (pp.82-115). New York: The Guilford Press

l Feuerstein, R. et al (1980). Instrumental enrichment. Baltimore: University Park Press.

Selected bibliography

l Guthke, J. & Beckman, J. (2000). The learning test concept and its application in practice. In C.S. Lidz & J.G. Elliott (Eds.) Dynamic assessment: Prevailing models and applications(pp.17-69). Greenwich: Elsevier-JAI

l Hessels, M.G.P. & Hamers, J.H.M. (1993). The learning potential test for ethnic minorities. In J.H.M. Hamers et al (Eds.) Learning potential testing (pp.285-311). Amsterdam: Swets & Zeitlinger

l Sternberg, R.J. & Grigorenko, E.L. (2002). Dynamic Testing. The nature and measurement of learning potential. Cambridge: Cambridge University Press

Selected bibliography

l Yeld, N. (2001). Equity, assessment and language of learning. Key issues for Higher Education selection and access in South Africa. Unpublished PhD thesis. Cape Town: UCT