Abstract
The paper introduces principles of dynamic assessment. The author emphasizes differences between the dynamic and static assessment, i.e. the assessment using traditional standardized tools. He further describes some of the dynamic assessment procedures. Attention is particularly drawn to the mediated learning experience theory. The second part of the text summarizes a wide range of researches which used the dynamic assessment approach. Results show that the dynamic assessment offers more complex information on an educational process; it reveals children's and adolescents' learning potential in details, and it suggests particular forms of efficient intervention. The author also describes his own dynamic assessment tools, which have been repeatedly used in the course of various researches and proved their effectiveness. (English) [ABSTRACT FROM AUTHOR]
| Translated title of the contribution | Dynamic Assessment of Educational Potential:: Theoretical and Research Prospectives |
|---|---|
| Original language | Czech |
| Pages (from-to) | 9-35 |
| Number of pages | 27 |
| Journal | Psychologie Pro Praxi |
| Issue number | 1/2 |
| State | Published - Mar 2015 |
Bibliographical note
108385988Keywords
- dynamic assessment
- gifted children
- learning difficulties
- mediated learning experience
- standardized testing
- dynamická diagnostika
- nadané děti
- standardizované testování
- výukové obtíže
- zkušenost zprostředkovaného učení
- begabte Kinder
- dynamische Diagnostik
- Lernschwierigkeiten
- standardisierter Test
- vermittelte Lernerfahrung