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Dynamic assessment


Dynamic assessment is a kind of interactive assessment used in education and the helping professions. Dynamic assessment is a product of the research conducted by developmental psychologist Lev Vygotsky. As an alternative assessment modality, it seeks to identify the skills that an individual child possesses as well as their learning potential. The dynamic assessment procedure emphasizes the learning process and accounts for the amount and nature of examiner investment. It is highly interactive and process-oriented. It has become popular among educators, psychologists and speech and language pathologists.

Notable and increasingly influential alternative to the wide range of standard IQ tests originated in the writings of psychologist Lev Vygotsky (1896-1934) of his most mature and highly productive period of 1932-1934. The notion of the zone of proximal development that he introduced in 1933, roughly a year before his death, served as the banner for his proposal to diagnose development as the level of actual development that can be measured by the child's independent problem solving and, at the same time, the level of proximal, or potential development that is measured in the situation of moderately assisted problem solving by the child. The maximum level of complexity and difficulty of the problem that the child is capable to solve under some guidance indicates the level of potential development. Then, the difference between the higher level of potential and the lower level of actual development indicates the zone of proximal development. Combination of the two indexes—the level of actual and the zone of the proximal development—according to Vygotsky, provides a significantly more informative indicator of psychological development than the assessment of the level of actual development alone.

The ideas on the zone of development were later developed in a number of psychological and educational theories and practices. Most notably, they were developed under the banner of dynamic assessment that focuses on the testing of learning and developmental potential (for instance, in the work of Reuven Feuerstein and his associates, who has criticized standard IQ testing for its putative assumption or acceptance of "fixed and immutable" characteristics of intelligence or cognitive functioning). Grounded in developmental theories of Vygotsky and Feuerstein, who recognized that human beings are not static entities but are always in states of transition and transactional relationships with the world, dynamic assessment also received considerable support in the recent revisions of cognitive developmental theory by Joseph Campione, Ann Brown, and John D. Bransford and in theories of multiple intelligences by Howard Gardner and Robert Sternberg.


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