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Interactive Assessment

  • Book
  • © 1992

Overview

Editors:
  1. H. Carl Haywood

    1. Vanderbilt University, Nashville, USA

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    You can also search for this editor in PubMed   Google Scholar

  2. David Tzuriel

    1. Bar Ilan University, Ramat-Gan, Israel

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    You can also search for this editor in PubMed   Google Scholar

Part of the book series: Disorders of Human Learning, Behavior, and Communication (HUMAN LEARNING)

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Table of contents (21 chapters)

  1. Front Matter

    Pages i-xii
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  2. Theoretical Bases of Interactive Assessment

    1. Front Matter

      Pages 1-2
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    2. The Development of Interactive-Dynamic Approaches to Assessment of Learning Potential

      • David Tzuriel, H. Carl Haywood
      Pages 3-37

    3. Psychoeducational Assessment from a Transactional Perspective

      • H. Carl Haywood, David Tzuriel, Susan Vaught
      Pages 38-63

    4. The Learning Test Concept: Origins, State of the Art, and Trends

      • Jürgen Guthke, Sabine Wingenfeld
      Pages 64-93

    5. Reflections on Remediation and Transfer: A Vygotskian Perspective

      • J. P. Das, Robert N. F. Conway
      Pages 94-115

  3. Research on Interactive Assessment and Related Issues

    1. Front Matter

      Pages 117-118
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    2. Induction of Logic Structures in the Mentally Retarded: An Assessment and Intervention Instrument

      • Jean-Louis Paour
      Pages 119-166

    3. The Dynamic Assessment of Intelligence

      • Jerry S. Carlson, Karl Heinz Wiedl
      Pages 167-186

    4. Dynamic Group Assessment for Prescriptive Teaching: Differential Effects of Treatments

      • David Tzuriel, Reuven Feuerstein
      Pages 187-206

    5. Assessment of Attention, Simultaneous-Successive Coding, and Planning

      • J. P. Das, Jack Naglieri
      Pages 207-232

    6. Assessing Cognitive Modifiability of Infants and Toddlers: Observations Based on Mediated Learning Experience

      • Pnina S. Klein
      Pages 233-250

    7. Evaluating Preschool Programs: The Role of Dynamic Assessment

      • Marilyn T. Samuels, Steve M. Killip, Heather MacKenzie, Joel Fagan
      Pages 251-271

  4. Applications of Interactive Assessment

    1. Front Matter

      Pages 273-274
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    2. Dynamic Assessment of Adults with Learning Difficulties

      • Marilyn T. Samuels, Carol H. Lamb, Lorna Oberholtzer
      Pages 275-299

    3. Cognitive Competence: Reality and Potential in the Deaf

      • Kevin J. Keane, Abraham J. Tannenbaum, Gary F. Krapf
      Pages 300-316

    4. Improving the Quality of Instruction: Roles for Dynamic Assessment

      • Victor R. Delclos, Nancy J. Vye, M. Susan Burns, John D. Bransford, Ted S. Hasselbring
      Pages 317-331

    5. A Dynamic Assessment for Undergraduate Admission: The Inverse Relationship Between Modifiability and Predictability

      • Ian M. Shochet
      Pages 332-355

    6. Assessing the Learning Potential of Penitentiary Inmates: An Application of Feuerstein’s Learning Potential Assessment Device

      • Harry Silverman, Mary Waksman
      Pages 356-374

    7. Process-Based Instruction: Integrating Assessment and Instruction

      • Adrian F. Ashman
      Pages 375-396
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Keywords

About this book

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.

Editors and Affiliations

  • Vanderbilt University, Nashville, USA

    H. Carl Haywood

  • Bar Ilan University, Ramat-Gan, Israel

    David Tzuriel

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