Interactive Assessment

Description

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. Front Matter....Pages i-xii Front Matter....Pages 1-2 The Development of Interactive-Dynamic Approaches to Assessment of Learning Potential....Pages 3-37 Psychoeducational Assessment from a Transactional Perspective....Pages 38-63 The Learning Test Concept: Origins, State of the Art, and Trends....Pages 64-93 Reflections on Remediation and Transfer: A Vygotskian Perspective....Pages 94-115 Front Matter....Pages 117-118 Induction of Logic Structures in the Mentally Retarded: An Assessment and Intervention Instrument....Pages 119-166 The Dynamic Assessment of Intelligence....Pages 167-186 Dynamic Group Assessment for Prescriptive Teaching: Differential Effects of Treatments....Pages 187-206 Assessment of Attention, Simultaneous-Successive Coding, and Planning....Pages 207-232 Assessing Cognitive Modifiability of Infants and Toddlers: Observations Based on Mediated Learning Experience....Pages 233-250 Evaluating Preschool Programs: The Role of Dynamic Assessment....Pages 251-271 Front Matter....Pages 273-274 Dynamic Assessment of Adults with Learning Difficulties....Pages 275-299 Cognitive Competence: Reality and Potential in the Deaf....Pages 300-316 Improving the Quality of Instruction: Roles for Dynamic Assessment....Pages 317-331 A Dynamic Assessment for Undergraduate Admission: The Inverse Relationship Between Modifiability and Predictability....Pages 332-355 Assessing the Learning Potential of Penitentiary Inmates: An Application of Feuerstein’s Learning Potential Assessment Device....Pages 356-374 Process-Based Instruction: Integrating Assessment and Instruction....Pages 375-396 Front Matter....Pages 397-397 Mediated Learning Experience Approach in the Assessment and Treatment of Borderline Psychotic Adolescents....Pages 399-418 A Case Study in the Induction of Logic Structures....Pages 419-442 Front Matter....Pages 443-443 Policy Implications of Psychological Assessment of Minority Children....Pages 445-469 Larry P., PASE, and Social Science in the Courtroom: The Science and Politics of Identifying and Educating Very Slow Learners....Pages 470-503 Front Matter....Pages 443-443 The Status and Future of Interactive Assessment....Pages 504-507 Back Matter....Pages 509-527