A relatively new, nontraditional approach to assessing cognitive ability is to instruct students on how to perform on certain tasks and then measure their progress in learning to solve similar problems. This approach, called dynamic assessment, usually consists of a test-intervene-retest format that focuses attention on the improvement in student performance when an adult provides mediated assistance on how to master the testing task. The dynamic assessment approach can provide a means for assesstog disadvantaged, disabled, or limited English proficiency students who have not demonstrated high ability on traditional tests of intelligence and creativity. Dynamic assessment methods should be considered by school districts with large numbers of disadvantaged students which are dissatisfied with the effectiveness of traditional methods for identifying students for specialized enrichment programs.
Get full access to this article
View all access options for this article.
References
1.
Baum, S., & Kirschenbaum, R.J. (1984). Recognizing special talents in learning disabled students. Teaching Exceptional Children, 16, 92-98.
2.
Bolig, E.E., & Day, J.D. (1993). Dynamic assessment and giftedness: The promise of assessing training responsiveness. Roeper Review, 16, 110-113.
Coleman, L.J. (1994). Portfolio assessment: A key to identifying hidden talents and empowering teachers of young children. Gifted Child Quarterly, 38, 65-69.
5.
Delclos, V.R., Burns, M.S., & Kulewiez, S. (1987). Effects of dynamic assessment on teachers' expectations of handicapped children. American Educational Research Journal , 24, 325-336.
6.
Feuerstein, R., Rand, Y., & Hoffman, M. (1979). The dynamic assessment of retarded individuals: The learning potential assessment device, theory, instruments, and techniquesGlenview, IL: Scott, Foresman & Co.
7.
Feuerstein, R., Rand, Y., Hoffman, M.B., & Miller, R. (1980). Instrumental enrichment: An intervention program for cognitive modifiability. Baltimore, MD: University Park.
8.
Haywood, H.C., Brown, A.L., & Wingenfeld, S. (1990). Dynamic approaches to psychoeducational assessment. School Psychology Review, 19, 411-422.
9.
Jitendra, A.K., & Kameenui, E.J. (1993). An exploratory study of dynamic assessment involving two instructional strategies on experts and novices' performance in solving part-whole mathematical word problems. Diagnostique, 18, 305-324.
10.
Kaniel, S., & Reichenberg, R. (1992). Instrumental enrichment— Effects of generalization and durability with talented adolescents. Gifted Education International, 8, 128-135.
11.
Kay, S.I., & Subotnik, R.F. (1994). Talent beyond words: Unveiling spatial, expressive, kinesthetic, and musical talent in young children. Gifted Child Quarterly, 38, 70-74.
12.
Kirschenbaum, R.J. (1993, April). Wherefore art thou potential?: Developing a diagnostic profile of gifted and talented students. Paper presented at the sixth annual Conference of the Education of Gifted Underachieving Students, Portland, OR.
13.
Lidz, C.S. (1991). Practitioner's guide to dynamic assessment. New York: Guilford.
14.
Raven, J.C., Court, J.H., & Raven, J. (1986). Manual for Raven's Progressive Matrices and Vocabulary Scales, Section 1 (1986 edition). London: H.K. Lewis & Co.
15.
Renzulli, J.S., Reis, S.M., & Smith, L.H. (1981). The revolving door identification model. Mansfield Center, CT: Creative Learning Press.
16.
Richert, E.S. (1985). Identification of gifted children in the United States: The need for pluralistic assessment. Roeper Review , 8, 68-72.
17.
Schack, G.D. (1993). Effects of a creative problem-solving curriculum on students of varying ability levels. Gifted Child Quarterly , 37, 16-22.
18.
Shaklee, B. (1993). Preliminary findings of the early assessment for exceptional potential project. Roeper Review, 16, 105-109.
19.
Vye, N.J., Delclos, V.R., & McGoldrick, J.A. (1988, April). Effects of dynamic assessment on teacher instruction and child performance. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
20.
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological process (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Trans., Eds.). Cambridge, MA: Harvard University.
Wood, D.J., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89-100.
23.
Wright, L., & Borland, J.H. (1993). Using early childhood developmental portfolios in the identification and education of young, economically disadvantaged, potentially gifted students. Roeper Review, 15, 205-210.
24.
Zorman, R. (1997). Eureka: The cross-cultural model for identification of hidden talent through enrichment. Roeper Review, 20, 54-61.
