Dynamic Assessment Theory And Applied Research

Dynamic assessment is a newly developing paradigm and perspective of intelligence test, which was formed and developed during 1960s and 1970s. The present dissertation aims at a comprehensive and systemaic study of the historical logic, the theoretical models and the applications of dynaminc assessment paradigim. This paper adopts the methods of historical and theoretical analysis explores the methodological implications of dynamic assessment paradigim evaluates its significant contribution as well as its defect and finally prospects its future developmental tendency.As a new proliferation of psychometrics, dynamic assessment paradigm has developed for thirty years in Israel, the United States, Germany, etc. Researchers advocated dynamic assessment approaches are all over the world. From the beginning of dynamic assessment, which questioned the hypothesis of the conventional standardized intelligence test and dissatisfied with the static test approaches. Now, there are two different paradigms, the static normative testing and the dynamic assessment. Dynamic assessment paradigm is opposite to the traditional static intelligence test paradigm. As a result, Dynamic assessment has attempted to supplement and exceed the shortcoming of static normative testing measures. It supposes that abilities are malleable and flexible rather than fixed. Researchers focus their attention on examinee's learning and cognitive process. They focus on modifying examinee's cognitive function and evaluating his or her latent capacity. The dynamic assessment researchers see the principle of reciprocity as the central insight. It is characterized as joining intervention with assessment and focusing on the dynamic processes of learning and cognition rather than an exclusive assessment of the static products of prior opportunities to learn. Dynamic assessment paradigm have substantial fundation theories, such as Vygosky'sconcept of zone of proximal development, Feuerstein's theory of structural cognitive modifiability and theory of mediated learning experience ,R ? Sternberg's abilities as the forms of developing expertise model and so on. The researchers have developed many approachs, which the mainly typical models have Feuerstein's the Learning Potential Devices, Tzuriel's Cognitive Modifiability Battery, Swanson's Cognitive Processing Testing, Budoff's Learnin Potential assessment models, Campione's The Graduated Prompt Approach and Carlson's Testing the Limits Approach. Dynamic assessment can be administered in both individual and group formats. Up to now, dynamic assessment has becoming a more attractive methodology applies in Education, Cognition Training and Therapy fields. Dynamic assessment approach emphasizes on sociocultural, environment and nonintellective factors for learning potentials, so it is a more efficient and accurate procedure or to some degrees a revolutionary of psychometrics since Binet's Intelligence Test.