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

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Interactive Assessment

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

Abstract

This chapter1 describes research on the use of a dynamic assessment technique as a possible aid in determining undergraduate admission for disadvantaged South African students. These are black students who have been severely educationally disadvantaged under the apartheid system of segregated schooling. Embedded within this research is the extension of dynamic assessment into two areas, namely (a) as a technique suitable and adaptable for a young adult undergraduate student population, and (b) as an assessment device that can shed light on the vexed problem of undergraduate academic prediction for disadvantaged students.

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Authors
  1. Ian M. Shochet
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Editors and Affiliations

  1. Vanderbilt University, Nashville, TN, 37203, USA

    H. Carl Haywood

  2. Bar Ilan University, Ramat-Gan, 52 900, Israel

    David Tzuriel

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© 1992 Springer Science+Business Media New York

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Shochet, I.M. (1992). A Dynamic Assessment for Undergraduate Admission: The Inverse Relationship Between Modifiability and Predictability. In: Haywood, H.C., Tzuriel, D. (eds) Interactive Assessment. Disorders of Human Learning, Behavior, and Communication. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-4392-2_14

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  • DOI: https://doi.org/10.1007/978-1-4612-4392-2_14

  • Publisher Name: Springer, New York, NY

  • Print ISBN: 978-1-4612-8753-7

  • Online ISBN: 978-1-4612-4392-2

  • eBook Packages: Springer Book Archive

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