A Review Scrutinising the Consequential Validity of Dynamic Assessment

Autor/inn/en	Tiekstra, Marlous; Minnaert, Alexander; Hessels, Marco G. P.
Titel	A Review Scrutinising the Consequential Validity of Dynamic Assessment
Quelle	In: Educational Psychology, 36 (2016) 1, S.112-137 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2014.915930
Schlagwörter	Alternative Assessment; Validity; Literature Reviews; Psychoeducational Methods; Journal Articles; Intervention; Educational Diagnosis + Suchen Sie Ihr Suchwort? Gültigkeit; Journal article; Zeitschriftenaufsatz; Pedagogical diagnostics; Pädagogische Diagnostik
Abstract	This literature review explored whether dynamic assessment procedures in psycho-educational practice might bridge the well-known gap between diagnosis and intervention. Due to a learning phase included in the testing procedure, qualitative information about the child's learning needs can be revealed by means of dynamic assessment. The question is, however, what the consequential validity, i.e. the extent to which assessment influences instructional and learning processes, of dynamic assessment procedures really is. The review of 31 articles that met the inclusion criteria showed that proximal consequential validity of dynamic assessment is warranted, but distal consequential validity is warranted to a lesser extent (e.g. some guidelines for practice). Furthermore, it can be noticed that motivational aspects never played an explicit role during learning phases. In order to design student-tailored interventions following dynamic assessment, there is a need for more explicitness of learning phases and types of feedback in the development of these instruments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01