A review scrutinising the consequential validity of dynamic assessment

Marlous Tiekstra, Alexander Minnaert, Marco G.P. Hessels

Research output: Contribution to journalArticleAcademicpeer-review

11 Citations (Scopus)

Abstract

This literature review explored whether dynamic assessment procedures in psycho-educational practice might bridge the well-known gap between diagnosis and intervention. Due to a learning phase included in the testing procedure, qualitative information about the child’s learning needs can be revealed by means of dynamic assessment. The question is, however, what the consequential validity, i.e. the extent to which assessment influences instructional and learning processes, of dynamic assessment procedures really is. The review of 31 articles that met the inclusion criteria showed that proximal consequential validity of dynamic assessment is warranted, but distal consequential validity is warranted to a lesser extent (e.g. some guidelines for practice). Furthermore, it can be noticed that motivational aspects never played an explicit role during learning phases. In order to design student-tailored interventions following dynamic assessment, there is a need for more explicitness of learning phases and types of feedback in the development of these instruments.
Original languageEnglish
Pages (from-to)112-137
Number of pages16
JournalEducational Psychology
Volume36
Issue number1
DOIs
Publication statusPublished - 1-Jan-2016

Keywords

  • dynamic assessment
  • consequential validity
  • Specific learning disorder, SLD
  • Intervention
  • COGNITIVE PROCESSING TEST
  • INTELLECTUAL DISABILITIES
  • DISCRIMINANT VALIDITY
  • READING DISABILITIES
  • PROXIMAL DEVELOPMENT
  • PREDICTIVE-VALIDITY
  • YOUNG-CHILDREN
  • STUDENTS
  • CLASSIFICATION
  • INTERVENTION

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