|
Showing 1 - 5 of
5 matches in All Departments
A special issue of the Peabody Journal of Education looking at
contemporary issues in psychological and educational assessment.
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.
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."
Dynamic assessment embeds interaction within the framework of a
test-intervene-retest approach to psychoeducational assessment.
This book offers an introduction to diagnostic assessors in
psychology, education, and speech/language pathology to the basic
ideas, principles, and practices of dynamic assessment. Most
importantly, the book presents an array of specific procedures
developed and used by the authors that can be applied to clients of
all ages in both clinical and educational settings. The authors
discuss their approach to report-writing, with a number of examples
to demonstrate how they incorporate dynamic assessment into a
comprehensive approach to assessment. The text concludes with a
discussion of issues and questions that need to be considered and
addressed. Two appendixes include descriptions of additional tests
used by the authors that are adapted for dynamic assessment, as
well as information about dynamic assessment procedures developed
by others and sources for additional information about this
approach.
Dynamic assessment embeds interaction within the framework of a
test-intervene-retest approach to psychoeducational assessment.
This book offers an introduction to diagnostic assessors in
psychology, education, and speech/language pathology to the basic
ideas, principles, and practices of dynamic assessment. Most
importantly, the book presents an array of specific procedures
developed and used by the authors that can be applied to clients of
all ages in both clinical and educational settings. The authors
discuss their approach to report-writing, with a number of examples
to demonstrate how they incorporate dynamic assessment into a
comprehensive approach to assessment. The text concludes with a
discussion of issues and questions that need to be considered and
addressed. Two appendixes include descriptions of additional tests
used by the authors that are adapted for dynamic assessment, as
well as information about dynamic assessment procedures developed
by others and sources for additional information about this
approach.
|
You may like...
The Expendables 2
Sylvester Stallone, Jason Statham, …
Blu-ray disc
(1)
R64
Discovery Miles 640
|