Advanced Assessment: Dynamic Assessment Flashcards
Dynamic Assessment Paradigm
Test, teach, retest!!!
Assessing ability to benefit from instruction
Data: teaching effort/ responsiveness
Dynamic assessment is NOT: language sampling, contingent test selection, “winging it”
dynamic assessment approach type
Vygotskian approach
Learning is a socialization process
Scaffolding behaviors
Graduated independence
DA can be used to gain insight into:
Any ability
Semantics: word learning, categorization
Syntax: verb complexes, clausal embedding
Pragmatics: Social skills, register shifting
Number concepts, subtraction, conservation
Test taking (test formats)
> Omnibus measure of language, Cloze format (finish this sentence: ____)
DA Test and Retest: Narratives
Have child look through book and ask them to generate story after they’ve looked at all the pictures
Pretest: elicit a narrative using: “two friends”
Posttest: Elicit a narrative using: “bird and his ring”
Score the pretest story
The manual provides step by step guidance for storing of the record form
Analysis: Story Components
Assessment Mediation
Two lessons (based on pretest performance), 10-15 minutes!
With scaffolds: explanations
In each session, you teach one specific skill
Target specific areas of difficulty for each child
Provide systematic instruction
Observe child while engaged in learning
Track modifiability
MLE (Mediated Learning Experience) : Examples of examiner supports
Provide concrete demonstrations
Growth relevant recasts
Concrete explanations
Help the child work through examples
Give extra cues
Give extra time for solving problems
Ask elaboration questions
Ask the child to restate what they are learning
Not an exhaustive list: just representative to say that whatever scaffolds you use, you need to keep track
Mediation Components
Quite like a mini therapy session!
Intention to teach- topic of the lesson
Meaning- why is it important
Examples/guided practice- demonstrations/scaffolds (most time spent here)
Transfer- different but related tasks
Planning: strategy for completing task in the future
Self-evaluation: what have you learned? And how?
MLE Observations
Modifiability is defined by:
Clinician effort: Extent of scaffolding, repetition, redirection
Child Responsiveness: level of engagement, ability to stay on task, self-correction or redirection
Connects back to the qualifications worksheet- does the student require supports
Retest and Making Decision: we need to look at
Scaffolding: what helped, what didn’t
Modifiability:
Attentive, responsive child with little clinician effort
VERSUS Inattentive, unresponsive child, or one who requires a great deal of clinician effort
Comparing pre- and post-test stories:
33% increase in story productivity: total number of words, MLU, clauses per C-unit (subordination index)
Positive change in 3 or more areas
Dynamic is what kind of assessment? What does it support?
Is an SLP Probe (systematic observation) that provides evidence of a student’s ability to benefit from scaffolded instruction
Supports: Dx, Recommendations
Benefits of Dynamic Assessment! **IMPORTANT
Helps us distinguish between language difference and language disorder
Process oriented link between assessment and intervention
Uses interactive procedures (comm valid) during eval of language
Helps predict readiness for intervention in an area
Identifies teaching strategies to use for classroom
