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Dynamic Assessment, Intelligence and Measurement by Raegan Murphy Pdf
Dynamic Assessment, Intelligence and Measurement paves the way for the development of dynamic assessment by applying this unique approach to the assessment of human potential. Explores the relationship that dynamic assessment shares with intelligence and measurement Outlines a new approach to the assessment of human intelligence while remaining rooted within the scientific realm of psychology Fuses philosophy, science methodology, and meta-theory to offer an innovative framework for the assessment of models and theories, dynamic assessment, intelligence, measurement theory, and statistical significance testing Provides the theoretical underpinnings that can lead to a new way forward for the 'movement' of dynamic assessment
Dynamic Testing by Robert J. Sternberg,Elena L. Grigorenko Pdf
The goal of this book is to present and evaluate the concept of dynamic testing. Unlike 'static' tests such as the SAT or IQ tests, dynamic testing emphasizes learning potential rather than past learning accomplishments. The book opens with a theoretical framework of abilities as forms of developing expertise. It then continues with an introduction to dynamic testing and then a capsule history of dynamic testing. The book also reviews the approaches of Feuerstein and Budoff and other diverse approaches to dynamic testing. The Drs Sternberg and Grigorenko present their own three-prong approach to dynamic testing along with two case studies using dynamic testing in their own research. The authors conclude that dynamic testing has enormous potential which has not yet been tapped.
Interactive Assessment by H. Carl Haywood,David Tzuriel Pdf
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 of Young Children by David Tzuriel Pdf
The past two decades have witnessed a proliferation of research dealing with dynamic-interactive assessment as an alternative to conventional psychometric measures. This book establishes dynamic assessment as a useful approach that complements standardized normative tests in portraying an accurate picture of cognitive functioning and offering a more adequate assessment of handicapped persons and persons with learning disabilities.
Dynamic Assessment in Practice by H. Carl Haywood,Carol S. Lidz Pdf
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 of Young Children by David Tzuriel Pdf
The past two decades have witnessed a proliferation of research dealing with dynamic-interactive assessment as an alternative to conventional psychometric measures. This book establishes dynamic assessment as a useful approach that complements standardized normative tests in portraying an accurate picture of cognitive functioning and offering a more adequate assessment of handicapped persons and persons with learning disabilities.
Practitioner's Guide to Dynamic Assessment by Carol Schneider Lidz Pdf
Dynamic assessment is a recently developed, interactive approach to psychoeducational assessment that follows a test-intervene-retest format, focuses on learning processes and modifiability, and provides the possibility of direct linkage between assessment and intervention. The second book on the topic by Dr. Lidz, this volume is a hands-on guide that is designed specifically for practitioners who engage in diagnostic assessment related to the functioning of children in school. It reviews and critiques current models of dynamic assessment and presents the research available on these existing models. But primarily, this is a text to help practitioners carry out an actual dynamic assessment procedure. The book includes two comprehensive manuals, each providing theoretical background, descriptions of procedures, forms, and reviews of available research. The first manual describes the Mediated Learning Experience Rating Scale. This scale adapts Feuerstein's concept of MLE, postulated to describe adult activities within an adult-child interaction that facilitate the child's cognitive development. The scale is useful for assessment and consultation with both parents and teachers and, in addition, it also describes the behavior of the assessor during the course of dynamic assessment. The second manual describes the author's model for dynamic assessment. This model rests on a theory of neuropsychological foundations of mental processing as developed by Luria and elaborated by Naglieri and Das. The model preserves the test-intervene-retest format, focuses on learner modifiability and, most significantly, links the assessment with educational interventions. Detailing the implementation of an actual dynamic assessment procedure that is linked with educational interventions, this book is a valuable guide for diagnostic assessors from a wide variety of backgrounds including school, clinical, and counseling psychology, as well as special and regular education and speech and language pathology. PRACTITIONER'S GUIDE TO DYNAMIC ASSESSMENT also serves as a text for advanced graduate courses in assessment.
Dynamic Assessment (DA) reconceptualizes classroom interactions by arguing that teaching and assessment should not be distinct undertakings. This book offers a much-needed coherent framework for co-constructing a ZPD with learners in order to simultaneously reveal the full range of their abilities and promote development. DA has a long history in education but it is new to the L2 field. This book provides the first book-length treatment of DA in the language classroom.
Dynamic Assessment by Carol S. Lidz,Julian G. Elliott Pdf
With consideration to theoretical, methodological, and professional concerns, this book provides an overview of dynamic assessment, the research examining its validity, and its applications in everyday professional settings. Case studies illustrate a variety of approaches developed by practitioners around the world, describing the operation and contribution of each technique. Contributors include school officials, as well as scholars of education, communication, and psychology. Distributed by Elsevier Science. Annotation copyrighted by Book News Inc., Portland, OR
Learning Potential Assessment by J.H.M. Hamers,A.J.J.M. Ruijssenaars,K. Sijtsma Pdf
Learning potential assessment, which has lately been receiving a great deal of attention, consists of test procedures for measuring children's learning potential procedures that be regarded as an extension of current intelligence testing. The 17 chapters included in this volume are based on papers p
Artificial Intelligence and Security by Xingming Sun,Xiaorui Zhang,Zhihua Xia,Elisa Bertino Pdf
This two-volume set of LNCS 12736-12737 constitutes the refereed proceedings of the 7th International Conference on Artificial Intelligence and Security, ICAIS 2021, which was held in Dublin, Ireland, in July 2021. The conference was formerly called “International Conference on Cloud Computing and Security” with the acronym ICCCS. The total of 93 full papers and 29 short papers presented in this two-volume proceedings was carefully reviewed and selected from 1013 submissions. Overall, a total of 224 full and 81 short papers were accepted for ICAIS 2021; the other accepted papers are presented in CCIS 1422-1424. The papers were organized in topical sections as follows: Part I: Artificial intelligence; and big data Part II: Big data; cloud computing and security; encryption and cybersecurity; information hiding; IoT security; and multimedia forensics
The Dynamic Assessment of Retarded Performers by Reuven Feuerstein,Ya'acov Rand,Mildred B. Hoffman Pdf
Seul document donnant l'information sur le LPAD, ce livre décrit la théorie, les instruments et les techniques de cet instrument qui s'adresse aux adolescent ayant une déficience légère.
Understanding Assessment in the Special Education Process by Roger Pierangelo,George Giuliani Pdf
This handbook explains applicable federal regulations and clarifies the referral, assessment, and evaluation process that helps determine student eligibility for special education and related services.
Mediated Learning and Cognitive Modifiability by David Tzuriel Pdf
This book portrays an extensive and intensive discussion of theories and research that refer to Vygotsky’s and Feuerstein’s theories of mediated learning and their effects on learning potential and cognitive modifiability. Most topics are discussed in relation to a broad spectrum of developmental and cognitive research that are under the conceptual umbrella of mediated learning and cognitive modifiability. Some topics such as neural plasticity, executive functions, mental rotation, and cognitive education are related to mediated learning, though indirectly, and therefore are included in this book. In many ways the book presents an extension of Vygotsky and Feuerstein’s theories and empirical validation in a variety of family, social and cultural contexts. The book includes a thorough analysis and summary of 50 years of research and methodology of the intimate relation between mediated learning interactions and cognitive modifiability and of dynamic assessment underlying measurement of cognitive modifiability. Special emphasis is given to Tzuriel’s dynamic assessment instruments developed during more than four decades. Tzuriel’s novel instruments are interwoven in the extensive research on parent-child interactions, siblings’ , teachers' and peers' mediation and in validation of dynamic assessment approach and cognitive education programs aimed at development of thinking skills and academic achievements.
The Cambridge Handbook of Lifespan Development of Creativity by Sandra W. Russ,Jessica D. Hoffmann,James C. Kaufman Pdf
This handbook focuses on the development and nurturance of creativity across the lifespan, from early childhood to adolescence, adulthood, and later life. It answers the question: how can we help individuals turn their creative potential into achievement? Each chapter examines various contexts in which creativity exists, including school, workplace, community spaces, and family life. It covers various modalities for fostering creativity such as play, storytelling, explicit training procedures, shifting of attitudes about creative capacity, and many others. The authors review research findings across disciplines, encompassing the work of psychologists, educators, neuroscientists, and creators themselves, to describe the best practices for fostering creativity at each stage of development.