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1、DYNAMIC “DEVELOPMENTAL” ASSESSMENT VIEWED METATHEORETICALLY THROUGH THE ZONES OF POTENTIAL DEVELOPMENT (ZsPD) Dorothy (Dot) Robbins ISCAR 2008,THIS PRESENTATION WILL BEGIN WITH TRADITIONAL VIEWS OF DYNAMIC ASSESSMENT, WHICH IS A LARGE STEP FORWARD IN THINKING. AND, INDEED, TRADITIONAL TESTING WITHIN
2、 A DYNAMIC APPROACH IS NECESSARY. IT SHOULD BE STATED THAT PSYCHOMETRIC TESTING IS ALSO IMPORTANT. HOWEVER, THE QUESTION ARISES REGARDING THE “POST-TEST” WITHIN DA. FROM THE VYGOTSKIAN NON-CLASSICAL PERSPECTIVE, THE POST-TEST SHOULD OFTEN NOT ALWAYS BE IN THE FORM OF A PRODUCT THAT IS PERFORMATIVE (
3、e.g., PERFORMANCE, CREATIVE FILMS, WEBSITE VIDEOS, THEATRE, DANCE, SERVICE LEARNING COLLABORATION, POETRY, LITERARY INTERPRETATIONS, ETC.). IN OTHER WORDS, THERE SHOULD BE ROOM FOR PSYCHOMETRIC, TRADITIONAL DA POST-TESTING, AND FOR NON-CLASSICAL “POST-TESTING,” WHICH IS IN LINE WITH A TOTALLY NEW VI
4、EW OF LEARNING DEVELOPMENT. IN A NON-CLASSICAL DA APPROACH, THE FOCUS IS NOT ON A REVISION OF THE PRE-TEST, BUT ON A PERFORMATIVE PRODUCT. THIS VIEW WORKS BEST IN NON-TRADITIONAL APPROACHES AT THE PRESENT TIME, WHERE THE ENVIRONMENT CAN BECOME SPONTANEOUS.,INTRODUCTION,THERE IS NO SINGLE DEFINITION
5、OF DYNAMIC ASSESSMENT (DA). THERE IS NOT A SINGLE PROCEDURE OR TEST BATTERY. HOWEVER, THERE IS ONE SINGLE GOAL: LEARNER DEVELOPMENT,Introduction,DA REQUIRES A DIFFERENT ATTITUDE OF THE ASSESSOR. “THE FOCUS OF D.A. IS ON THE ASSESSORS ABILITY TO DISCOVER THE MEANS OF FACILITATING THE LEARNING OF THE
6、CHILD, NOT ON THE CHILDS DEMONSTRATION OF ABILITY TO THE ASSESSOR.” (Lidz, 1991, 9) THE ASSESSOR IS A MEDIATOR, BELIEVING THAT ALL LEANERS CAN DEVELOP. DA IS SPECIFICALLY VYGOTSKIAN,Introduction,DA DOES NOT SUBSTITUTE FOR OTHER APPROACHES DA BEGINS WHERE PSYCHOMETRIC TESTING ENDS, WITH VERY DIFFEREN
7、T OUTCOMES. THEREFORE, CRITICIZING DA FOR A LACK OF TRADITIONAL STASTICAL VALIDITY, RELIABILITY, etc. REFLECTS A LACK OF UNDERSTANDING.,Introduction,DIFFERENCE IN DA “TESTING” AND “ASSESSMENT” DA TESTING NORMALLY REMAINS WITHIN INSTITUTIONAL LIMITATIONS PRE-TEST INTERVENTION POST-TEST IT HELPS STUDE
8、NTS, CLIENTS TO SUCCEED ON THE POST-TEST,Introduction,Criticism: IN ESSENCE, (IT IS SUGGESTED) THAT IF STUDENTS ARE TEST-SPECIFICALLY TRAINED-, THEN THEIR POST-TRAINING PERFORMANCE IMPROVES. SIMILAR RESULTS HAVE BEEN OBTAINED WITH THE TEST-TRAIN-RETEST PARADIGM BY USING STATIC TESTS” (E. Grigorenko
9、and R. Sternberg, 1998),Introduction,POEHNER AND LANTOLF HAVE COMPARED THE INTERVENTIONIST DA APPROACH AS BEING STRONGLY PSYCHOMETRIC, AS OPPOSED TO THE INTERACTIONIST DA APPROACH, WHICH IS RELATED TO VYGOTSKYS ZPD. THE KEY TO THE INTERACTIONIST DA APPROACH IS NOT ONLY “INTERACTION,” BUT AN ATTITUDE
10、 THAT TRANSFORMS THE LEARNING SITUATION INTO MOTIVATION THAT IS EQUALLY SHARED BY BOTH THE LEARNER AND ASSESSOR.THIS REPRESENTS A TRUE “LABORATORY OF LEARNING.” PRE-TEST INTERACTION POST-TEST,AT THIS POINT, THERE IS A TRANSITION FROM THE TRADITIONAL DA FOCUS TO THE NON-CLASSICAL DA FOCUS. MANY ASPEC
11、TS WITHIN THIS NON-CLASSICAL APPROACH ARE FOUND IN BOTH INTERVENTIONST AND INTERACTIONIST DA. WITHIN NON-CLASSICAL PSYCHOLOGY, THERE IS A FOCUS ON CREATING A NEW ENVIRONMENT (BE IT IN THE CLASSROOM OR OTHER SETTINGS), WITH THE END GOAL BEING A PRODUCT THAT IS OFTEN PERFORMATIVE. THE BASIC IDEA IS TO
12、 USE NEWLY GAINED METACOGNITIVE SKILLS WITHIN A CULTURAL PRODUCT THAT IS THE RESULT OF THE MEDIATED-INTERACTIONAL ENVIRONMENT ESTABLISHED BY THE ASSESSOR AND LEARNER(S). WITHIN FL TEACHING, FOR EXAMPLE, THERE CAN CERTAINLY BE A POST-TEST + PROJECT, OR IN HIGHER LEVELS THE PROJECT CAN TAKE THE PLACE
13、OF THE POST-TEST. WITHIN FOREIGN LANGUAGE CLASSROOMS, THE PROJECT CAN EASILY REPLACE THE POST-TEST, OR BE USED AS A FINAL EXAM; ESPECIALLY IF FL STUDENTS ARE ENCOURAGED TO TAKE OUTSIDE EXAMS AS WELL.,APPROACH TO NON-CLASSICAL PSYCHOLOGY,ELENA KRAVTSOVA (2007) unedited THE ART OF PSYCHOLOGY WAS ONE O
14、F THE MAIN HIGHLIGHTS OF VYGOTSKYS ACTIVITY. HE BEGAN RESEARCH IN PSYCHOLOGY AFTER HE HAD WORKED AS A TEACHER OF LITERATURE, THEATRE CRITIC, ETC. IT WAS HIS EXPERIENCE IN THIS SPHERE THAT ALLOWED HIM TO FOUND A NEW SPHERE OF PSYCHOLOGY, CALLED NON-CLASSICAL” PSYCHOLOGY. NON-CLASSICAL PSYCHOLOGY INCL
15、UDES NEITHER THE STAGES OF SPECIAL RESEARCH AND IMPLEMENTATION OF THAT RESEARCHS RESULTS, NOR THEORY AND PRACTICE. INSTEAD, NON-CLASSICAL PSYCHOLOGY IS A SCIENCE WHICH STUDIES THE HUMAN PSYCHE AND PERSONALITY AND EXISTS IN BOTH,THEORETICAL AND PRACTICAL STUDIES, AND IN THE REAL LIFE OF A PERSON. THI
16、S PSYCHOLOGY IS THE PSYCHOLOGY OF COOPERATION, IMPLYING, FIRST, THE COOPERATION OF A PROFESSIONAL PSYCHOLOGIST WITH HIS/HER COLLEAGUES AND WITH OTHER PEOPLE WORKING IN OTHER SPHERES. IN NON-CLASSICAL PSYCHOLOGY, THE PSYCHOLOGIST DOES NOT CORRECT, FORM OR DEVELOP ANYTHING; INSTEAD, HE/SHE CREATES SITUATIONS AND CIRCUMSTANCES IN WHICH HE/SHE CAN CORRECT, FORM OR DEVELOP. AT THE SAME TIME, THESE SITUATIONS AND CIRCUMSTANCES STRIVE TO STRENGTHEN AND DEVELOP INHERENT PERSONAL CHAR
