scholarly journals The Use of Dynamic Assessment by Educational Psychologists in the UK

2000 ◽  
Vol 16 (3) ◽  
pp. 311-331 ◽  
Author(s):  
Ruth Deutsch ◽  
Yvonne Reynolds
Keyword(s):  
Dynamic Assessment ◽  
Educational Psychologists ◽  
The Uk

Implementation of the START:AV in a secure adolescent service

2014 ◽  
Vol 16 (3) ◽  
pp. 184-193 ◽  
Author(s):  
Marilyn A. Sher ◽  
E. Gralton
Keyword(s):  
Dynamic Assessment ◽  
Implementation Process ◽  
Quantitative Information ◽  
Content Type ◽  
Measure Change ◽  
The One ◽  
The Uk ◽  
Assessment Procedures ◽  
Practical Implications ◽  
Multi Disciplinary Team

Purpose – The purpose of this paper is to establish gaps in training, involve staff in the implementation process by incorporating their views on what is helpful and what can be improved, as well as provide information that might be helpful to other sites who are considering implementing the START:AV. Design/methodology/approach – The current study is the first to examine a START:AV implementation and survey a multi-disciplinary team on their views about implementation in a medium secure service for adolescents in the UK. The survey was adapted from the one used by Collins et al. (2008). Once surveys were received the qualitative information was collated to explore themes, and frequency analysis was undertaken on the quantitative information. Findings – The staff survey on the implementation of the START:AV highlighted a number of strengths and challenges. There was significant support for the START:AV in relation to it being a dynamic assessment to measure change, that focuses equally on strengths and vulnerabilities, making the process individualised. Users of the START:AV reported that the process of rating the START:AV as a team improved communication, teamwork, generated discussion and improved the detailed understanding of the patient being rated. Staff felt it was generally straightforward to use in terms of strengths and vulnerability ratings, but some difficulties emerged regarding making finer distinctions in ratings as well as completing risk formulations, highlighting further training needs. There was also some confusion about differentiating between certain strengths and vulnerabilities, leading to “double ratings”. Other difficulties highlighted centred on time and increasing workload. Research limitations/implications – The main limitation of the study relates to the low response rate to the survey (31 per cent). Practical implications – Recommendations for implementation and evaluation of new risk assessment procedures are made. Originality/value – The current study is the first to examine a START:AV implementation and survey a multi-disciplinary team on their views about implementation in a medium secure service for adolescents in the UK.

Dynamic Assessment and its Potential for Educational Psychologists

1996 ◽  
Vol 12 (3) ◽  
pp. 152-160 ◽  
Author(s):  
Julian Elliott ◽  
Fraser Lauchlan ◽  
Phil Stringer
Keyword(s):  
Dynamic Assessment ◽  
Educational Psychologists

Dynamic assessment of agro-industrial sector efficiency and productivity changes among G20 nations

2021 ◽  
pp. 0958305X2110560
Author(s):  
Ying Feng ◽  
Ching-Cheng Lu ◽  
I-Fang Lin ◽  
Jia-Yan Lin
Keyword(s):  
Saudi Arabia ◽  
Agricultural Sector ◽  
Dynamic Assessment ◽  
Dynamic Network ◽  
Industrial Sector ◽  
Forested Area ◽  
The Us ◽  
The Uk ◽  
The Impact ◽  
Efficiency And Productivity

In this study, the Group of 20 (G20; excluding EU economies) were selected as the research objects, and the dynamic network slacks-based model (SBM) was used to evaluate the impact of carbon dioxide (CO2) emissions and forested area on the efficiency and productivity of the industrial and agricultural sectors from 2011 to 2015. Empirical results showed that: (1) The efficiency of the industrial sector was superior to that of the agricultural sector among the G20 countries. Argentina, Australia, Indonesia, Saudi Arabia, South Africa, Turkey, the UK, and the US maintained the best industrial sector efficiency values, falling on the efficiency boundary, whereas Argentina, Brazil, Canada, France, Indonesia, South Korea, Russia, and the US had the best agricultural sector efficiency values. (2) Argentina, Indonesia, and the US had the best overall efficiency value of G20 countries. Saudi Arabia (0.0303), China (0.2721), and the UK (0.2809) had the lowest efficiency values. (3) Only France and Germany had higher than average total factor productivity, while Indonesia and Saudi Arabia had declining industrial and agricultural sector productivity. (4) The proportion of forested area (546.02%) was the most important variable to be improved due to the influence of desert topography, followed by the proportion of agricultural output values (60.86%) and the proportion of industrial output values (38.02%) in some countries.

scholarly journals Improving Learning Through Dynamic Assessment

2012 ◽  
Vol 29 (2) ◽  
pp. 95-106 ◽  
Author(s):  
Fraser Lauchlan
Keyword(s):  
Dynamic Assessment ◽  
Learning Difficulties ◽  
Teaching Staff ◽  
Educational Psychologists ◽  
Children’S Learning ◽  
Theory To Practice ◽  
Common Complaint ◽  
Parents And Children ◽  
The World ◽  
Children's Learning

Dynamic assessment is increasingly being used by educational psychologists around the world and is largely seen as a valuable approach to assessing children and providing useful classroom suggestions to help teachers working with children who have learning difficulties. However, a common complaint about the approach is the difficulty in moving from theory to practice, and in particular how to feedback the results of a dynamic assessment to teaching staff, parents, and children in order to provide an effective programme of intervention. This article provides some background to a practical resource created by two practising educational psychologists who have developed a framework on how to put dynamic assessment into practice that has the potential to make meaningful gains in children's learning.

Dynamic Assessment With the Bayley-III Among Young Children With Developmental Disabilities

2015 ◽  
Vol 14 (1) ◽  
pp. 126-142
Author(s):  
Linda Visser ◽  
Selma A. J. Ruiter ◽  
Bieuwe F. van der Meulen ◽  
A. J. J. M. Ruijssenaars Wied ◽  
Marieke E. Timmerman
Keyword(s):  
Developmental Disabilities ◽  
Dynamic Assessment ◽  
Added Value ◽  
Future Research ◽  
Clinical Value ◽  
Educational Psychologists ◽  
Socially Disadvantaged ◽  
Task Behavior ◽  
Dynamic Version ◽  
Children With Developmental Disabilities

This article describes the results of a pilot study into the newly developed dynamic version of the Bayley-III Cognition scale. We explored the responses of children to the dynamic version (n = 57) and the companion task behavior questionnaire (n = 93) using administrations among children with developmental disabilities. Furthermore, we studied the added clinical value compared to the standard Bayley-III using expert interviews with 6 educational psychologists. Results showed that there is clear variability in the responses of children to the help-steps that belong to the dynamic procedure and in the score difference between the pretest and posttest. The educational psychologists indicated that the dynamic procedure clearly has added value for specific groups of children, such as children in the preliminary stage of school placement and children from socially disadvantaged families. The task behavior questionnaire was evaluated positively by most educational psychologists. We conclude that the dynamic procedure provides added value for the developmental assessment of children with developmental disabilities. We finish with suggestions for future research into the dynamic Bayley-III.

scholarly journals Dynamic assessment of language disabilities

2012 ◽  
Vol 48 (1) ◽  
pp. 51-68 ◽  
Author(s):  
Deirdre Martin
Keyword(s):  
Language Learning ◽  
Assessment Tool ◽  
Dynamic Assessment ◽  
Learning Potential ◽  
Quantitative Evidence ◽  
Language Disabilities ◽  
Speech Language Pathologist ◽  
Learning Capabilities ◽  
The Usa ◽  
The Uk

The paper reports a study of a narrative-based Dynamic Assessment (DA) procedure developed in the USA that is used in the UK with children with developmental language disabilities. Three monolingual English children with language disabilities are assessed by a speech/language pathologist/therapist who is learning to work with DA in collaboration with the researcher in the study. Quantitative evidence of language structures indicates that the children learn to talk more after two intervention sessions. Evidence from the mediations of the children's language learning capabilities throws diagnostic light on the nature of their needs. A critique is offered of the assessment tool, and conclusions are drawn about the implications of DA for differentiating language-learning potential in language disabilities, with suggestions for further study.

Dynamic Assessment and its Potential for Educational Psychologists

1997 ◽  
Vol 12 (4) ◽  
pp. 234-239 ◽  
Author(s):  
Phil Stringer ◽  
Julian Elliott ◽  
Fraser Lauchlan
Keyword(s):  
Dynamic Assessment ◽  
Educational Psychologists

Dynamic Assessment Language Tasks and the Prediction of Performance on Year-End Language Skills in Preschool Dual Language Learners

2020 ◽  
Vol 29 (3) ◽  
pp. 1226-1240
Author(s):  
Janet L. Patterson ◽  
Barbara L. Rodríguez ◽  
Philip S. Dale
Keyword(s):  
Head Start ◽  
Language Learners ◽  
Language Impairment ◽  
Dual Language ◽  
Dynamic Assessment ◽  
Dual Language Learners ◽  
Achievement Testing ◽  
Potential Applications ◽  
Language Screening ◽  
Relationship Of

Purpose Early identification is a key element for accessing appropriate services for preschool children with language impairment. However, there is a high risk of misidentifying typically developing dual language learners as having language impairment if inappropriate tools designed for monolingual children are used. In this study of children with bilingual exposure, we explored performance on brief dynamic assessment (DA) language tasks using graduated prompting because this approach has potential applications for screening. We asked if children's performance on DA language tasks earlier in the year was related to their performance on a year-end language achievement measure. Method Twenty 4-year-old children from Spanish-speaking homes attending Head Start preschools in the southwestern United States completed three DA graduated prompting language tasks 3–6 months prior to the Head Start preschools' year-end achievement testing. The DA tasks, Novel Adjective Learning, Similarities in Function, and Prediction, were administered in Spanish, but correct responses in English or Spanish were accepted. The year-end achievement measure, the Learning Accomplishment Profile–Third Edition (LAP3), was administered by the children's Head Start teachers, who also credited correct responses in either language. Results Children's performance on two of the three DA language tasks was significantly and positively related to year-end LAP3 language scores, and there was a moderate and significant relationship for one of the DA tasks, even when controlling for age and initial LAP3 scores. Conclusions Although the relationship of performance on DA with year-end performance varies across tasks, the findings indicate potential for using a graduated prompting approach to language screening with young dual language learners. Further research is needed to select the best tasks for administration in a graduated prompting framework and determine accuracy of identification of language impairment.

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