Revealing the effects of cognitive education programmes through Dynamic Assessment

David Tzuriel

    Research output: Contribution to journalReview articlepeer-review

    17 Scopus citations

    Abstract

    The major objective of this paper is to demonstrate the effectiveness of dynamic assessment (DA) in revealing outcomes of cognitive education programmes. Three programmes based on mediated learning experience theory are reviewed: Feuerstein's Instrumental Enrichment, Bright Start, and Peer Mediation with Young Children. In all three programmes DA was more effective than standardised tests in revealing their effects. The paper includes discussion of mediated learning experience theory and its relation to DA. The content and focus of the cognitive education programmes are described as are the specific test instruments selected for use in the DA sessions. The paper concludes by considering reasons why DA is not used more frequently in educational research.

    Original languageEnglish
    Pages (from-to)113-131
    Number of pages19
    JournalAssessment in Education: Principles, Policy and Practice
    Volume18
    Issue number2
    DOIs
    StatePublished - May 2011

    Keywords

    • Cognitive education programmes
    • Cognitive modifiability
    • Dynamic Assessment
    • Mediated learning
    • Peer mediation

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