Effects of Dynamic Assessment on Teachers’ Expectations of Handicapped Children

Abstract

Dynamic assessment is a method of examining a child’s approach to learning and response to instruction on a novel task. The feature of dynamic assessment that distinguishes it from traditional approaches to the assessment of intelligence is an extensive teaching phase during which the examiner observes the child’s response to a variety of instructional techniques. This study examined the effects that viewing dynamic assessment situations would have on teachers’ expectations of handicapped children as learners. Results were discussed in terms of the overall goals and functions of dynamic assessment.