Dynamic assessment in educational settings: is potential ever realised?
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| Title: | Dynamic assessment in educational settings: is potential ever realised? |
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| Authors: | Stringer, Phil (AUTHOR) |
| Source: | Educational Review. Jan2018, Vol. 70 Issue 1, p18-30. 13p. |
| Subjects: | Dynamic assessment (Education), British education system, Educational psychologists, Learning strategies, Cognitive ability, Intelligence tests, Classrooms, Education of teenagers, Management |
| Abstract: | This paper reports on what has happened since Elliott (“Dynamic Assessment in Educational Settings: Realising Potential”, 2003) in those applications of dynamic assessment that he considered. There continues to be two broad applications, one, largely researcher led, and the other, largely practitioner led, although there are examples of researcher–practitioners. Since Elliott, arguably, it is now relatively easy both to reach consensus over constructs and assessment processes and also to mutually respect differences through clarity over professional and assessment purposes. There is a fuller account than Elliott provided of educational psychologists’ practice in the UK, which partly serves to highlight the difference in purpose and imperative to research and evaluate outcomes that persists for researchers and practitioners. The paper concludes by arguing that the premise in Elliott’s title of “realising potential” was always contestable. [ABSTRACT FROM PUBLISHER] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This paper reports on what has happened since Elliott (“Dynamic Assessment in Educational Settings: Realising Potential”, 2003) in those applications of dynamic assessment that he considered. There continues to be two broad applications, one, largely researcher led, and the other, largely practitioner led, although there are examples of researcher–practitioners. Since Elliott, arguably, it is now relatively easy both to reach consensus over constructs and assessment processes and also to mutually respect differences through clarity over professional and assessment purposes. There is a fuller account than Elliott provided of educational psychologists’ practice in the UK, which partly serves to highlight the difference in purpose and imperative to research and evaluate outcomes that persists for researchers and practitioners. The paper concludes by arguing that the premise in Elliott’s title of “realising potential” was always contestable. [ABSTRACT FROM PUBLISHER] |
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| ISSN: | 00131911 |
| DOI: | 10.1080/00131911.2018.1397900 |
