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| dynamic assessment: Dynamic Assessment of Young Children David Tzuriel, 2012-12-06 Dynamic/interactive assessment has been a long time coming! It has been almost a century since Alfred Binet suggested that assessment of the processes of learn ing should constitute a priority in the mental testing movement, and over 60 years since Andre Rey made the same suggestion. An important model that supports many contemporary approaches to flexible or process assessment was offered by Vygotsky in the 1920s. The ground breaking work by Reuven Feuerstein and his Swiss colleagues on process assessment of North African Jewish children was done in the early 1950s. In the intervening years almost every serious psy chometrist has, at one time or another, called for emphasis on assessment of the of learning, rather than an exclusive emphasis on assessment of the processes products of prior opportunities to learn. One has to wonder why we have had to wait so long for formalization and instrumentation of the methods for doing just that! Of course, we psychologists like to do what we do well, and we have learned to do static, normative assessment, especially of intelligence, very well indeed. Unfortunately, it is also true that dynamic/interactive assessment has not attracted or fueled the volume of high-quality research that is still going to be necessary if it is to survive as a widely used supplement to static, normative testing. This volume, incorporating a strong research base, goes a long way toward remedia tion of that situation. |
| dynamic assessment: Dynamic Assessment Matthew E. Poehner, 2008-03-20 Dynamic Assessment (DA) reconceptualizes classroom interactions by arguing that teaching and assessment should not be distinct undertakings. This book offers a much-needed coherent framework for co-constructing a ZPD with learners in order to simultaneously reveal the full range of their abilities and promote development. DA has a long history in education but it is new to the L2 field. This book provides the first book-length treatment of DA in the language classroom. |
| dynamic assessment: The Dynamic Assessment of Retarded Performers Reuven Feuerstein, Ya'acov Rand, Mildred B. Hoffman, 1979 Seul document donnant l'information sur le LPAD, ce livre décrit la théorie, les instruments et les techniques de cet instrument qui s'adresse aux adolescent ayant une déficience légère. |
| dynamic assessment: Dynamic Assessment Carol S. Lidz, 1987-08-21 The first book on the subject to appear since Professor Feuerstein's 1979 work, DYNAMIC ASSESSMENT is a comprehensive and up-to-date exposition of this interactive means of evaluating learner modifiability and planning for appropriate educational goals. Balancing enthusiasm for this exciting new field with well-developed theory and empirical investigation, DYNAMIC ASSESSMENT reviews the history, basic principles and philosophies of this approach, as well as current research and the development of innovative procedures. |
| dynamic assessment: Dynamic Assessment, Intelligence and Measurement Raegan Murphy, 2011-01-06 Dynamic Assessment, Intelligence and Measurement paves the way for the development of dynamic assessment by applying this unique approach to the assessment of human potential. Explores the relationship that dynamic assessment shares with intelligence and measurement Outlines a new approach to the assessment of human intelligence while remaining rooted within the scientific realm of psychology Fuses philosophy, science methodology, and meta-theory to offer an innovative framework for the assessment of models and theories, dynamic assessment, intelligence, measurement theory, and statistical significance testing Provides the theoretical underpinnings that can lead to a new way forward for the 'movement' of dynamic assessment |
| dynamic assessment: Dynamic Assessment Matthew E. Poehner, 2008-03-06 Dynamic Assessment (DA) reconceptualizes classroom interactions by arguing that teaching and assessment should not be distinct undertakings. This book offers a much-needed coherent framework for co-constructing a ZPD with learners in order to simultaneously reveal the full range of their abilities and promote development. DA has a long history in education but it is new to the L2 field. This book provides the first book-length treatment of DA in the language classroom. |
| dynamic assessment: Applying Dynamic Assessment in Schools Dr Fraser Lauchlan, Clare Daly, 2023-05-18 Dynamic assessment is a collaborative, flexible approach to assessment which explores how a child learns and which aspects of their learning require intervention. Learn how you can improve learning with a whole school approach to dynamic assessment complete with classroom ideas, resources, and strategies. The authors who frequently train in DA provide simple explanations of the contemporary model of dynamic assessment that make the links between theory and practice explicit. . Each chapter has designated downloadable resources such as rating scales of affective and cognitive learning, checklists, goal ladders and more with easy-to-follow instructions on how they should be used. This book will support you to understand DA principles and actively demonstrate mediated learning for meaningful interventions, consultations, clear support strategies and effective feedback and feedforward skills to not only help students learn, but to help them learn better. |
| dynamic assessment: Interactive Assessment H. Carl Haywood, David Tzuriel, 2013-11-11 The terms interactive and dynamic would never have been associated with psychological and psychoeducational assessment a generation ago. They have currency now because of widespread dissatisfaction with the normative, standardized testing model, criticism of theoretical concepts of intelligence, recognition of abuses of standardized intelligence testing, and frustration with prediction and classification as primary goals of assessment. It is almost certainly true that public policy concerns propel scientific activity far more often than science propels public policy! In the case of psychological assessment, public policy concerns have arisen in the last 20 years primarily around issues of possible discrimination against members of ethnic minorities. At the same time, there has been a re surgence of dedication to excellence in education goals. These concerns have led to such extreme measures as prohibition of the use of standard ized intelligence tests to determine school placement decisions, especially for minority children. They have led also to a search for alternatives to standardized, normative testing. The chapters in this volume represent a variety of answers to this need. |
| dynamic assessment: Dynamic Assessment Carol S. Lidz, Julian G. Elliott, 2000-12-20 With consideration to theoretical, methodological, and professional concerns, this book provides an overview of dynamic assessment, the research examining its validity, and its applications in everyday professional settings. Case studies illustrate a variety of approaches developed by practitioners around the world, describing the operation and contribution of each technique. Contributors include school officials, as well as scholars of education, communication, and psychology. Distributed by Elsevier Science. Annotation copyrighted by Book News Inc., Portland, OR |
| dynamic assessment: Dynamic Risk Assessment and Management of Domino Effects and Cascading Events in the Process Industry Valerio Cozzani, Genserik Reniers, 2021-06-08 Dynamic Risk Assessment and Management of Domino Effects and Cascading Events in the Process Industry provides insights into emerging and state-of-the-art methods for the dynamic assessment of risk and safety barrier performance in the framework of domino effect risk management. The book presents methods and tools to manage the risk of cascading events involving the chemical and process industry. It is an ideal reference for both safety and security managers, industrial risk stakeholders, scientists and practitioners. In addition, laymen may find the state-of-the-art methods concerning domino effects (large-scale accidents) and how to prevent their propagation an interesting topic of study. - Includes dynamic hazard and risk assessment methods - Presents methods for safety barrier performance assessment - Addresses the effect of harsh environment on domino risk assessment - Relates physical security in relation to domino effects - Includes innovative methods and tools |
| dynamic assessment: Critical Loads and Dynamic Risk Assessments Wim de Vries, Jean-Paul Hettelingh, Maximilian Posch, 2015-04-20 This book provides a unique overview of research methods over the past 25 years assessing critical loads and temporal effects of the deposition of air pollutants. It includes critical load methods and applications addressing acidification, eutrophication and heavy metal pollution of terrestrial and aquatic ecosystems. Applications include examples for each air pollution threat, both at local and regional scale, including Europe, Asia, Canada and the US. The book starts with background information on the effects of the deposition of sulphur, nitrogen and heavy metals and geochemical and biological indicators for risk assessments. The use of those indicators is then illustrated in the assessment of critical loads and their exceedances and in the temporal assessment of air pollution risks. It also includes the most recent developments of assessing critical loads and current and future risks of soil and water chemistry and biodiversity under climate change, with a special focus on nitrogen. The book thus provides a complete overview of the knowledge that is currently used for the scientific support of policies in the field of air pollution control to protect ecosystem services. |
| dynamic assessment: Handbook of Psychoeducational Assessment , 2001-04-17 The Handbook of Psychoeducational Assessment is a practical guide for educational and psychological professionals using norm-referenced tests in the ability, achievement, and behavioral assessment of children. Written by key individuals involved in the construction and evolution of the most widely used tests, this book provides critical information on the nature and scope of commonly used tests, their reliability and validity, administration, scoring and interpretation, and on how the tests may differ and complement each other in their utility with specific populations. Part 1 of the Handbook of Psychoeducational Assessment focuses on ability assessment and the use of full battery intelligence tests as well as brief scales and short forms. Part 2 discusses achievement and the expanded role of psychologists in consultation with educators. Part 3 covers behavior assessment with special attention given to discussion of which tests are most suitable for assessing specific behavioral problems such as ADHD, anxiety, and depression. The final section recognizes the importance of context and person sensitive assessment practices, discussing cross-cultural assessment, neuropsychological assessment, and the usefulness of dynamic assessment for program planning and intervention delivery. Key Features: - Covers the most commonly used and newest assessment instruments - Describes the nature, scope, reliability, and validity of each test - Discusses the administration, scoring, and interpretation of tests - Provides empirical findings on patterns of performance with tested populations - Includes case studies to highlight the utility of specific tests for specific populations - Illustrates new developments in instrumentation and unique features - Covers the most commonly used and newest assessment instruments - Describes the nature, scope, reliability, and validity of each test - Discusses the administration, scoring, and interpretation of tests - Provides empirical findings on patterns of performance with tested populations - Includes case studies to highlight the utility of specific tests for specific populations - Illustrates new developments in instrumentation and unique features |
| dynamic assessment: Dynamic Risk Assessment Stephen Asbury, Edmund Jacobs, 2014-04-16 Dynamic Risk Assessment is the key tool to support a holistic risk management framework. This book aims to help employers, managers and staff alike to understand how they can effectively integrate dynamic risk assessment into business management processes and systems to improve safety. With tips, examples and solutions throughout, this multi-disciplinary text delivers an effective and comprehensive approach to help you to understand how dynamic risk assessment (DRA) can be integrated into predictive (PRA) and strategic risk assessments (SRA) to enhance your organization’s effectiveness. The 3-Level Risk Management Model fully supports and complements the systematic ‘five steps to risk assessment’ process A multi-disciplinary approach to dynamic risk assessment that covers workers operating in teams and those working alone within the public, private and third sectors Contains practical examples, tips and case studies drawn from a wide range of organizations The book comes with access to downloadable materials from an accompanying website at: www.routledge.com/cw/dynamic-risk-assessment |
| dynamic assessment: Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning Meletiadou, Eleni, 2022-01-14 Inclusivity is a crucial factor in assessment design as fair assessment must reflect the needs of a diverse student body. Assessment practices should also be culturally inclusive and supportive to all students while considering the needs of learners with disabilities and specific learning difficulties. Educational institutions worldwide are adopting a range of principles, using a variety of assessment methods, and developing assessment literacy. All these issues must be considered when researching inclusive assessment practices and policies. The Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning discusses the needs of learners of any context, background, and culture. This book strives to promote the importance of global inclusive assessment and teaching, giving an understanding to educators and faculty of the negative effect uniform assessment and teaching strategies have on a diverse body of students. Covering topics such as equitable design, ethnic preferential policies, and multilingual perspectives, this book provides an indispensable resource for researchers, practitioners, educators, teacher educators, policymakers, administrators, program planners, educational managers, educational leaders, professors, and academicians. |
| dynamic assessment: Turning Points in Dynamic Psychotherapy Salman Akhtar, 2018-05-08 This book addresses five areas of difficulty in psychotherapy: initial assessment, boundaries, money, disruptions, and suicidal crises. It outlines the conceptual issues and the technical details of each of the concept in detail. |
| dynamic assessment: The Dynamic Assessment of Language Learning Natalie Hasson, 2017-07-31 This is a practical, accessible manual for Speech and Language Therapists, Educational Psychologists and Educators who assess children with language impairments, explaining how and why to implement Dynamic Assessment and gives you a huge range of ready-to-use, practical tools. Where normal assessments simply identify deficits, Dynamic Assessment also identifies the child's potential to learn by allowing for prompts from you, during the assessment, thus far better informing your decisions about appropriate interventions and strategies to help the children you work with. What does this manual offer? Provides a concise introduction to the principles of Dynamic Assessment to make clear the enormous benefits of applying this approach to the assessment of language. Presents a full example of a Dynamic Assessment of Sentence Structure (DASS) to demonstrate how the principles are implemented and the findings applied to plan more effective interventions. All the materials for the DASS are included so that you can use this assessment immediately. Includes numerous templates, generic prompt sheets, score sheets and materials that you can adapt for use in Dynamic Assessments that you devise yourself. Written by Dr Natalie Hasson, a highly experienced Speech and Language Therapist who leads the field in researching the dynamic assessment of language, this is the only Dynamic Assessment manual of its kind. |
| dynamic assessment: Practitioner's Guide to Dynamic Assessment Carol Schneider Lidz, 1991-07-12 Dynamic assessment is a recently developed, interactive approach to psychoeducational assessment that follows a test-intervene-retest format, focuses on learning processes and modifiability, and provides the possibility of direct linkage between assessment and intervention. The second book on the topic by Dr. Lidz, this volume is a hands-on guide that is designed specifically for practitioners who engage in diagnostic assessment related to the functioning of children in school. It reviews and critiques current models of dynamic assessment and presents the research available on these existing models. But primarily, this is a text to help practitioners carry out an actual dynamic assessment procedure. The book includes two comprehensive manuals, each providing theoretical background, descriptions of procedures, forms, and reviews of available research. The first manual describes the Mediated Learning Experience Rating Scale. This scale adapts Feuerstein's concept of MLE, postulated to describe adult activities within an adult-child interaction that facilitate the child's cognitive development. The scale is useful for assessment and consultation with both parents and teachers and, in addition, it also describes the behavior of the assessor during the course of dynamic assessment. The second manual describes the author's model for dynamic assessment. This model rests on a theory of neuropsychological foundations of mental processing as developed by Luria and elaborated by Naglieri and Das. The model preserves the test-intervene-retest format, focuses on learner modifiability and, most significantly, links the assessment with educational interventions. Detailing the implementation of an actual dynamic assessment procedure that is linked with educational interventions, this book is a valuable guide for diagnostic assessors from a wide variety of backgrounds including school, clinical, and counseling psychology, as well as special and regular education and speech and language pathology. PRACTITIONER'S GUIDE TO DYNAMIC ASSESSMENT also serves as a text for advanced graduate courses in assessment. |
| dynamic assessment: Traditional and Innovative Assessment Techniques for Students with Disabilities Festus E. Obiakor, Jeffrey P. Bakken, 2021-08-11 This finely curated collection of thirteen chapters presents ideas and research on different disability topics from key leaders in the field of the assessment of children with disabilities. They help us to properly understand and compare traditional and innovative assessment techniques for students with disabilities. |
| dynamic assessment: A Guide to Global Language Assessment Mellissa Bortz, 2024-05-30 For decades, the speech-language therapy profession has expressed the need for the development of language assessment materials in languages other than English for children and adults. A Guide to Global Language Assessment: A Lifespan Approach aims to meet this need by providing comprehensive information about how to assess the language of bi- and multilingual and culturally diverse clients across the world. Featuring the viewpoints of contributors from around the world, A Guide to Global Language Assessment also boasts a complete database of available global language assessments. What’s included in A Guide to Global Language Assessment: Case studies, assessment frameworks, and resources for conducting global language assessments for culturally and linguistically diverse populations An array of language assessment methods across a continuum such as ethnographic and dynamic assessments, narratives, and standardized language assessment Methods for developing local norms A Guide to Global Language Assessment: A Lifespan Approach is an essential tool for empowering current and future speech-language therapists, professors, and researchers to address global language assessment across the lifespan. |
| dynamic assessment: Developmental Evaluation Michael Quinn Patton, 2010-06-15 Developmental evaluation (DE) offers a powerful approach to monitoring and supporting social innovations by working in partnership with program decision makers. In this book, eminent authority Michael Quinn Patton shows how to conduct evaluations within a DE framework. Patton draws on insights about complex dynamic systems, uncertainty, nonlinearity, and emergence. He illustrates how DE can be used for a range of purposes: ongoing program development, adapting effective principles of practice to local contexts, generating innovations and taking them to scale, and facilitating rapid response in crisis situations. Students and practicing evaluators will appreciate the book's extensive case examples and stories, cartoons, clear writing style, closer look sidebars, and summary tables. Provided is essential guidance for making evaluations useful, practical, and credible in support of social change. See also Developmental Evaluation Exemplars, edited by Michael Quinn Patton, Kate McKegg, and Nan Wehipeihana, which presents 12 in-depth case studies. |
| dynamic assessment: The Routledge Handbook of Language Testing Glenn Fulcher, Luke Harding, 2021-12-15 This second edition of The Routledge Handbook of Language Testing provides an updated and comprehensive account of the area of language testing and assessment. The volume brings together 35 authoritative articles, divided into ten sections, written by 51 leading specialists from around the world. There are five entirely new chapters covering the four skills: reading, writing, listening, and speaking, as well as a new entry on corpus linguistics and language testing. The remaining 30 chapters have been revised, often extensively, or entirely rewritten with new authorship teams at the helm, reflecting new generations of expertise in the field. With a dedicated section on technology in language testing, reflecting current trends in the field, the Handbook also includes an extended epilogue written by Harding and Fulcher, contemplating what has changed between the first and second editions and charting a trajectory for the field of language testing and assessment. Providing a basis for discussion, project work, and the design of both language tests themselves and related validation research, this Handbook represents an invaluable resource for students, researchers, and practitioners working in language testing and assessment and the wider field of language education. |
| dynamic assessment: Adaptive Disaster Risk Assessment Neiler Medina Pena, 2021-10-08 Climate change, combined with the rapid and often unplanned urbanisation trends, is associated with a rising trend in the frequency and severity of disasters triggered by natural hazards. In order to face the impacts of such threats, it is necessary to have an appropriate Disaster Risk Assessment (DRA). Traditional DRA approaches for disaster risk reduction (DRR) have focused mainly on the hazard component of risk, with little attention to the vulnerability and the exposure components. To address this issue, this dissertation’s main objective is to develop and test a disaster risk modelling framework that incorporates socioeconomic vulnerability and the adaptive nature of exposure associated with human behaviour in extreme hydro-meteorological events in the context of SIDS. To achieve the objective, an Adaptive Disaster Risk Assessment (ADRA) framework is proposed. ADRA uses an index-based approach (PeVI) to assess the socioeconomic vulnerability using three components: susceptibility, lack of coping capacities, and lack of adaptation. Furthermore, ADRA explicitly incorporates the exposure component using two approaches; first, a logistic regression model was built using the actual evacuation rates observed during Hurricane Irma, and second, an Agent-based model is used to simulate how households change their exposure levels in relation to different sources of information |
| dynamic assessment: Meeting the Needs of Your Most Able Pupils in Physical Education & Sport Dave Morley, Richard Bailey, 2013-06-20 Giving specific guidance on a range of topics such as; recognising high ability, planning, recording and assessment, and pupils with learning difficulties, this book also includes downloadable resources with lesson plans, useful contacts and resources. |
| dynamic assessment: The Handbook of Classroom Discourse and Interaction Numa Markee, 2019-01-30 Offering an interdisciplinary approach, The Handbook of Classroom Discourse and Interaction presents a series of contributions written by educators and applied linguists that explores the latest research methodologies and theories related to classroom language. • Organized to facilitate a critical understanding of how and why various research traditions differ and how they overlap theoretically and methodologically • Discusses key issues in the future development of research in critical areas of education and applied linguistics • Provides empirically-based analysis of classroom talk to illustrate theoretical claims and methodologies • Includes multimodal transcripts, an emerging trend in education and applied linguistics, particularly in conversation analysis and sociocultural theory |
| dynamic assessment: Cultural Diversity And Learning Efficiency Peter Coxhead, Rajinder M Gupta, 1988-03-15 |
| dynamic assessment: Diagnostic Report Writing In Speech-Language Pathology Steven Blaustein, 2024-06-01 Designed to improve the report writing skills of speech-language pathology students, communication sciences and disorders students, Clinical Fellows, and professionals alike, Diagnostic Report Writing in Speech-Language Pathology: A Guide to Effective Communication is a one-of-a-kind text entirely dedicated to the production of an effective diagnostic speech and language evaluation. In today’s academic and health care climate, accurate and clear documentation has never been more important. Diagnostic Report Writing in Speech-Language Pathology seeks to demystify and simplify the challenges many students and clinicians face while learning to write speech and language evaluations by combining the science and art of assessment with an effective presentation. Dr. Steven H. Blaustein uses his more than 50 years of experience as a clinician, consultant, and professor to logically guide the reader through the necessary steps involved in the documentation of a speech and language evaluation. From discussing the initial reason for the referral and case history to the final summary, impressions, and recommendations, each step of the writing process is clearly explained. Topics included in Diagnostic Report Writing in Speech-Language Pathology: Speech sound production Oral peripheral examinations Issues of law, fairness, and ethics Critical information for the approval of services and third-party reimbursement Common report writing errors to avoid Images and tables to illustrate the process of documenting a speech and language evaluation There is no one-size-fits-all template for documenting an evaluation. Diagnostic Report Writing in Speech-Language Pathology: A Guide to Effective Communication provides the reader with the skills and knowledge necessary to compile an effective professional report that meets the needs of patients, clients, students, and outside stakeholders. |
| dynamic assessment: Mediated Learning and Cognitive Modifiability David Tzuriel, 2021-09-07 This book portrays an extensive and intensive discussion of theories and research that refer to Vygotsky’s and Feuerstein’s theories of mediated learning and their effects on learning potential and cognitive modifiability. Most topics are discussed in relation to a broad spectrum of developmental and cognitive research that are under the conceptual umbrella of mediated learning and cognitive modifiability. Some topics such as neural plasticity, executive functions, mental rotation, and cognitive education are related to mediated learning, though indirectly, and therefore are included in this book. In many ways the book presents an extension of Vygotsky and Feuerstein’s theories and empirical validation in a variety of family, social and cultural contexts. The book includes a thorough analysis and summary of 50 years of research and methodology of the intimate relation between mediated learning interactions and cognitive modifiability and of dynamic assessment underlying measurement of cognitive modifiability. Special emphasis is given to Tzuriel’s dynamic assessment instruments developed during more than four decades. Tzuriel’s novel instruments are interwoven in the extensive research on parent-child interactions, siblings’ , teachers' and peers' mediation and in validation of dynamic assessment approach and cognitive education programs aimed at development of thinking skills and academic achievements. |
| dynamic assessment: The Routledge Handbook of Sociocultural Theory and Second Language Development James P. Lantolf, Matthew E. Poehner, Merrill Swain, 2018-06-14 The Routledge Handbook of Sociocultural Theory and Second Language Development is the first comprehensive overview of the field of sociocultural second language acquisition (SLA). In 35 chapters, each written by an expert in the area, this book offers perspectives on both the theoretical and practical sides of the field. This Handbook covers a broad range of topics, divided into several major sections, including: concepts and principles as related to second language development; concept-based instruction; dynamic assessment and other assessment based on sociocultural theory (SCT); literacy and content-based language teaching; bilingual/multilingual education; SCT and technology; and teacher education. This is the ideal resource for graduate students and researchers working in the areas of SLA and second language development. |
| dynamic assessment: The Routledge Handbook of Instructed Second Language Acquisition Shawn Loewen, Masatoshi Sato, 2017-02-17 The Routledge Handbook of Instructed Second Language Acquisition is the first collection of state-of-the-art papers pertaining to Instructed Second Language Acquisition (ISLA). Written by 45 world-renowned experts, the entries are full-length articles detailing pertinent issues with up-to-date references. Each chapter serves three purposes: (1) provide a review of current literature and discussions of cutting edge issues; (2) share the authors’ understanding of, and approaches to, the issues; and (3) provide direct links between research and practice. In short, based on the chapters in this handbook, ISLA has attained a level of theoretical and methodological maturity that provides a solid foundation for future empirical and pedagogical discovery. This handbook is the ideal resource for researchers, graduate students, upper-level undergraduate students, teachers, and teacher-educators who are interested in second language learning and teaching. . |
| dynamic assessment: Culturally Diverse and Underserved Populations of Gifted Students Alexinia Y. Baldwin, 2004-03-06 The expert guide to the major issues and most promising strategies for meeting the needs of high-ability, culturally diverse students! Biased testing strategies, societal pressures and the attitudes of teachers are but a few of the obstacles that hamper efforts to identify and serve the needs of culturally diverse gifted students. The articles in Culturally Diverse and Underserved Populations of Gifted Students address these and other issues and suggest tactics to resolve the under representation of high-ability minority students in gifted programs. Key features include: Alexinia Y. Baldwin′s review of the literature on underrepresented populations in gifted programs and her recommendations to ensure that the needs of gifted culturally diverse students are met Case studies of culturally diverse, high-potential students An exploration of community attitudes and peer expectations that discourage high achievement Shedding light on the unique needs of culturally diverse gifted students, posing culturally savvy identification strategies, and discussing options for appropriate programming and program staffing, this reference book is a must-have for gifted program developers and gifted specialists alike. The ERGE Series:The National Association for Gifted Children series Essential Readings in Gifted Education is a 12-volume collection of seminal articles from Gifted Child Quarterly. Put the knowledge and power of more than 25 years of research on giftedness and talent into your hands with the leading theories, studies, and findings the experts in the field have to offer. |
| dynamic assessment: Tools of the Mind Elena Bodrova, Deborah Leong, 2024-04-24 Now in its third edition, this classic text remains the seminal resource for in-depth information about major concepts and principles of the cultural-historical theory developed by Lev Vygotsky, his students, and colleagues, as well as three generations of neo-Vygotskian scholars in Russia and the West. Featuring two new chapters on brain development and scaffolding in the zone of proximal development, as well as additional content on technology, dual language learners, and students with disabilities, this new edition provides the latest research evidence supporting the basics of the cultural-historical approach alongside Vygotskian-based practical implications. With concrete explanations and strategies on how to scaffold young children’s learning and development, this book is essential reading for students of early childhood theory and development. |
| dynamic assessment: Recent Trends in Educational Technology and Administration Fred Paas, Srikanta Patnaik, Taosheng Wang, 2024-05-30 This book introduces various techniques of educational technology, blending theory with real-world applications, making it an essential tool for a wide range of readers. Different innovative methods covered in this book enhance its usefulness in education administration and management. The content of the book covers chapters both for the beginners and experts, serving as a key reference for educators and administrators. This book serves as a source of fresh ideas for researchers exploring the evolving aspects of educational technology and administration. This book’s wide range of coverage highlights its importance in the education sector, offering new insights and practical solutions that cater to the needs of today's diverse learning settings. By bridging the gap between theory and practice, it facilitates a deeper understanding of the shifting paradigms in education, driven by technological progress and a shift towards more learner-centred models. |
| dynamic assessment: Proceedings of the Unima International Conference on Social Sciences and Humanities (UNICSSH 2022) Recky Harold Elby Sendouw, Theodorus Pangalila, Sjamsi Pasandaran, Vivi P. Rantung, 2023-01-24 This is an open access book. The Unima International Conference on Social Sciences and Humanity (UNICSSH) 2022 was conducted on October, 11th – 13th 2022, at The Grand Kawanua International City, Manado, North Sulawesi, Indonesia. In 2022, Universitas Negeri Manado will host the Indonesian National Education Convention (KONASPI) X. Konaspi is a routine activity of the PPTKN which is held once every four years. The fourth industrial revolution (4.0) is marked by technological advances and supported by artificial intelligence that creates opportunities and challenges for the education system. University and vocational school graduates are facing a world transformed by technology which in turn is transforming the workplace from task-based to human-centered characteristics. Certain skills such as critical thinking, emotional intelligence, problem-solving, cognitive flexibility, and knowledge production are required. To answer this demand, the education system must put revolutionary innovation on its agenda. Scholars, researchers, and practitioners are invited to share ideas, research results, and best practices about education, science, and technology now and in the future at an international conference held by Universitas Negeri Manado as part of the Indonesian National Education Convention (KONASPI). As part of KONASPI X activities, Universitas Negeri Manado is holding the 2022 International Conference on Education, Social Science, and Humanities (ICESSHum). The topics in this international conference are Education, Law, Politics and Social Sciences, Economics, Public Administration, and Humanities. Through these themes, it is expected to involve many professionals who have indirect roles in related fields. To enrich this event, the committee invites all national and international participants (including academics, researchers, professionals, and other relevant stakeholders) to send research papers or review papers to be presented at the conference. |
| dynamic assessment: Revisiting EFL Assessment Rahma Al-Mahrooqi, Christine Coombe, Faisal Al-Maamari, Vijay Thakur, 2017-01-10 This book examines acknowledged practices and demonstrates to teachers how to make the most out of their assessment practices. It also explores different assessment methods for skills such as reading, writing, listening and speaking. Forecasting the future of assessment and where concepts like alternative assessment and dynamic assessment are heading, it also shows how relatively new teaching methods such as communicative methodologies and problem-based learning are reflected in assessment. This book represents a forum where contributors have presented their research and innovative ideas and practices on the important topic of assessment and opened a fresh debate on it. It offers an excellent reference guide for EFL teachers, practitioners, researchers and testing and assessment specialists. Each chapter examines central issues in assessment and their connection with teaching and learning in EFL contexts. |
| dynamic assessment: Self-directed Learning Oriented Assessments in the Asia-Pacific Magdalena Mo Ching Mok, 2012-10-09 The Asia-Pacific region needs to maximize the benefits of education to enable it to compete in an economic future dominated by innovation, in which assessing student progress must be an empowering rather than delimiting factor. This detailed exposition of the theoretical basis and application tools of self-directed learning-oriented assessment (SLOA) reflects the very latest research championed by the Assessment Research Centre at The Hong Kong Institute of Education. Featuring a range of relevant case studies, it explores the varied theoretical issues related to SLOA and offers an integrated view of the system fully in line with the constructivist paradigm of learning which advocates formative rather than summative assessment. Many of the initiatives outlined here are firsts in the region. SLOA is already being applied in many schools with links to the ARC. It is an approach to assessment that acknowledges the centrality of self-directed learning and which positions assessment as a tool to enable and enhance self-directed learning. It draws on several theories of learning and assessment, including the constructivist notion that learning is best achieved when students take ownership of their educational process, setting their own goals and monitoring their own progress towards those goals. SLOA has been the research and service approach of the ARC since 2005. In the intervening years the centre has developed a number of tools to facilitate SLOA learning and assessment, including vertical ability scales, teacher-friendly computer software and packages for self-directed learning. |
| dynamic assessment: Proceedings of the International Conference on Education, Reflection and Development Ion Albulescu, 2015-06-18 The International Conference on Education, Reflection and Development took place in May 2013 at Babes-Bolyai University of Cluj-Napoca, Romania. TThe event was organized by the Educational Sciences Department of the Faculty of Psychology and Educational Sciences, and brought together participants from various different countries, including Israel, Greece, Turkey, Republic of Moldova, the United States of America, the United Kingdom and Romania. The conference gave these scholars the opportuni ... |
| dynamic assessment: Handbook of Formative Assessment Heidi Andrade, Gregory J. Cizek, 2010-04-02 Formative assessment has recently become a focus of renewed research as state and federal policy-makers realize that summative assessments have reached a point of diminishing returns as a tool for increasing student achievement. Consequently, supporters of large-scale testing programs are now beginning to consider the potential of formative assessments to improve student achievement. The mission of this handbook is to comprehensively profile this burgeoning field of study. Written by leading international scholars and practitioners, each chapter includes a discussion of key issues that dominate formative assessment policy and practice today, as well as those that are likely to affect research and practice in the coming years. Key features include: Comprehensive – nineteen chapters cover all aspects of formative assessment including classroom assessment, large-scale applications, technological applications, applications for special needs students, K-12 and post-secondary applications, psychometric considerations, case studies, and discussion of alternative assessment formats such as portfolios and performance assessments. Integrative – thoughtful attention is given to the integration of large-scale and classroom assessments. Practical – provides practical guidance on how to conduct formative assessments that generate credible information to guide instruction. Global – provides perspectives from leading international scholars and practitioners whose expertise spans diverse settings, student populations, and educational systems. Accessible Style – although grounded in the latest research, the book’s style and tone has been carefully crafted to make it accessible to both the textbook and professional markets. It will also be a critical reference book for researchers in teacher preparation, educational administration, and educational policy studies. |
| dynamic assessment: Handbook of Research on the Education of Young Children Bernard Spodek, Olivia N. Saracho, 2014-01-27 The Handbook of Research on the Education of Young Children is the essential reference on research on early childhood education throughout the world. This singular resource provides a comprehensive overview of important contemporary issues as well as the information necessary to make informed judgments about these issues. The field has changed significantly since the publication of the second edition, and this third edition of the handbook takes care to address the entirety of vital new developments.A valuable tool for all those who work and study in the field?of early child. |
| dynamic assessment: The ABCs of Learning Disabilities Bernice Wong, Lorraine Graham, Maureen Hoskyn, Jeanette Berman, 2011-10-13 The ABCs of Learning Disabilities, Second Edition, discusses major research findings on learning disabilities in children, adolescents and adults in language, memory, social skills, self-regulation, reading, mathematics, and writing, with an additional chapter on assessment. This concise primer is intended for use as an undergraduate introductory text to the field. Written with an evenness of tone, breadth, and depth, the conveys an engaging style meant to encourage the beginning student to identify the big picture and to be interested in conceptual issues as well as research findings. - Undergraduate level text - 90% new material - Concise introduction to field - Covers current concepts like removing the IQ-performance discrepancy formula in diagnosing learning disabilities - New chapter on self-regulation and learning disabilities - Whole school approach to social skills intervention |
| dynamic assessment: The Palgrave Handbook of Transformational Giftedness for Education Robert J Sternberg, Don Ambrose, Sareh Karami, 2022-04-23 This handbook examines what education would look like if it prepared gifted students to transform the world—to make it a better place for all, not just for those who receive extra resources from schools in return for being labeled as “gifted.” The editors explore how transformationally gifted people can seek to make the world a better and more just place: they try to make a positive, meaningful, and possibly enduring contribution to changing things in the world that are not working. They do not view “giftedness” merely as a transaction whereby, in exchange for being labeled as “gifted,” they accrue benefits to themselves: such as a more prestigious education, more income, or residence in a more exclusive community. The overarching aim of this book is to present conceptions of what identification and instruction of the gifted would look like if the focus of gifted education was transformational rather than transactional. What if gifted education did not focus so much on acceleration vs. enrichment, or pull-out versus in-class integration, but rather on how to be gifted in giving back—in using one’s gifts to create a better world? |
DYNAMIC Definition & Meaning - Merriam-Webster
The meaning of DYNAMIC is marked by usually continuous and productive activity or change. How to use dynamic in a sentence.
DYNAMIC | English meaning - Cambridge Dictionary
DYNAMIC definition: 1. having a lot of ideas and enthusiasm: 2. continuously changing or developing: 3. relating to…. Learn more.
DYNAMIC Definition & Meaning | Dictionary.com
Dynamic definition: pertaining to or characterized by energy or effective action; vigorously active or forceful; energetic.. See examples of DYNAMIC used in a sentence.
DYNAMIC definition and meaning | Collins English Dictionary
The dynamic of a system or process is the force that causes it to change or progress. The dynamic of the market demands constant change and adjustment. Politics has its own dynamic.
Dynamic - definition of dynamic by The Free Dictionary
dynamic - characterized by action or forcefulness or force of personality; "a dynamic market"; "a dynamic speaker"; "the dynamic president of the firm"
What does dynamic mean? - Definitions.net
Dynamic is a term often used to refer to something that is constantly changing or evolving. It may also refer to an interaction or system characterized by constant change, activity, or progress. …
What Does Dynamic Mean? | The Word Counter
Apr 3, 2022 · Dictionary states that the word dynamic is an adjective that means energetic, forceful, or active. However, dynamic is used in a more specific way in the fields of physics …
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Dynamic Definition & Meaning | Britannica Dictionary
DYNAMIC meaning: 1 : always active or changing; 2 : having or showing a lot of energy
645 Synonyms & Antonyms for DYNAMIC - Thesaurus.com
Find 645 different ways to say DYNAMIC, along with antonyms, related words, and example sentences at Thesaurus.com.
DYNAMIC Definition & Meaning - Merriam-Webster
The meaning of DYNAMIC is marked by usually continuous and productive activity or change. How to use dynamic in a sentence.
DYNAMIC | English meaning - Cambridge Dictionary
DYNAMIC definition: 1. having a lot of ideas and enthusiasm: 2. continuously changing or developing: 3. relating to…. Learn more.
DYNAMIC Definition & Meaning | Dictionary.com
Dynamic definition: pertaining to or characterized by energy or effective action; vigorously active or forceful; energetic.. See examples of DYNAMIC used in a sentence.
DYNAMIC definition and meaning | Collins English Dictionary
The dynamic of a system or process is the force that causes it to change or progress. The dynamic of the market demands constant change and adjustment. Politics has its own dynamic.
Dynamic - definition of dynamic by The Free Dictionary
dynamic - characterized by action or forcefulness or force of personality; "a dynamic market"; "a dynamic speaker"; "the dynamic president of the firm"
What does dynamic mean? - Definitions.net
Dynamic is a term often used to refer to something that is constantly changing or evolving. It may also refer to an interaction or system characterized by constant change, activity, or progress. In …
What Does Dynamic Mean? | The Word Counter
Apr 3, 2022 · Dictionary states that the word dynamic is an adjective that means energetic, forceful, or active. However, dynamic is used in a more specific way in the fields of physics and music. In …
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Dynamic Dental Wellness is a full spectrum dental office incorporating all aspects of modern technology. We offer the most comprehensive analysis and treatment options available for …
Dynamic Definition & Meaning | Britannica Dictionary
DYNAMIC meaning: 1 : always active or changing; 2 : having or showing a lot of energy
645 Synonyms & Antonyms for DYNAMIC - Thesaurus.com
Find 645 different ways to say DYNAMIC, along with antonyms, related words, and example sentences at Thesaurus.com.
