Purpose: This study examines the classification accuracy and interrater reliability of a dynamic assessment (DA) of inferential word learning designed to accurately identify kindergarten through sixth-grade students with and without language disorder. Method: The participants included 127 school-age children from a mountain west school district who were administered a DA of inferential word learning that entailed a pretest, a teaching phase, an examiner rating of the child's ability to infer word meaning (modifiability), and posttests. Results: Hierarchical logistic regression and receiver operator characteristic (ROC) analyses revealed that combining all posttests, the modifiability total, and the final examiner judgement scores from this DA yielded the strongest sensitivity (.83) and specificity (.80). The static measures and the dichotomized final examiner judgement had excellent reliability; yet the individual modifiability measures (with the exception of disruption and frustration) had poor reliability. Conclusion: In concordance with a previous study, results indicate that a dynamic assessment of inferential word learning may be an efficacious method of identifying language disorders in school-age populations.

Dynamic problems in footbridges, such as sensible vibrations caused by human induced loading, has on a number of occasions been observed. These vibrations are rarely an ultimate limit state problem, but can be perceived as unpleasant by the pedestrian. In design guidelines there are propositions for how to asses the dynamic problem. However, they only take the walking load into account. It has been shown that, in the case of a running load, accelerations that lie above the comfort zone can occur and that running loads are more severe than walking loads in some cases. It is possible that the running load case has to be considered in future guidelines, and finding a feasible design methodology demands a lot of work. In this thesis, a method aimed to be easily used by a designer is analyzed. The amplitude of acceleration received as a result from a dynamic analysis in a commercial FEM software, was reduced by reduction factors to generate accelerations closer to reality. This could be identified and verified against recommendations.

This cross-validation study investigated the extent that a Spanish narrative language dynamic assessment accurately identified students with and without language disorder across three separate samples of bilingual and monolingual Spanish-speaking students from Guatemala, Mexico, and the U.S. Students with language disorder and students with typically developing language were administered a narrative dynamic assessment in Spanish. A test-teach-retest format of dynamic assessment was followed and student modifiability, or learning ability, was rated directly following the teaching phase of the assessment. Results indicated that the most predictive dynamic assessment variables for the Guatemalan sample were posttest scores combined with two separate modifiability measures (i.e., total modifiability scores and modifiability final judgment scores). These same variables were applied in the cross-validation classification analyses of the Mexico and U.S. samples with good classification accuracy achieved. The results of this study indicate that a Spanish narrative dynamic assessment may be a culturally appropriate diagnostic tool in identifying Spanish-speaking students with language disorder.

No description available.

In South Africa, legislation dictates that employees must be developed resulting in the need to identify candidate's development capability. As such, it is essential to be able to measure the learning potential of candidates. In practice, cognitive ability has been linked to the complex process of job performance. This study aimed to determine whether learning potential can be used as a predictor of job performance. The Learning Potential Computerised Adaptive Test (LPCAT) was utilised to measure learning potential and job performance was measured through a promotion ratio (taking job knowledge and tenure into account). The moderator variables were investigated. A sample of 135 technical employees was drawn. The data was statistical manipulated reporting various significant relationships confirming the internal reliability of the LPCAT and indicating a strong significant relationship between learning potential and job performance. Variables such as learning potential, job grade and tenure are significant when predicting job performance. / Industrial and Organisational Psychology / MA (Industrial and Organisational Psychology)

In South Africa, legislation dictates that employees must be developed resulting in the need to identify candidate's development capability. As such, it is essential to be able to measure the learning potential of candidates. In practice, cognitive ability has been linked to the complex process of job performance. This study aimed to determine whether learning potential can be used as a predictor of job performance. The Learning Potential Computerised Adaptive Test (LPCAT) was utilised to measure learning potential and job performance was measured through a promotion ratio (taking job knowledge and tenure into account). The moderator variables were investigated. A sample of 135 technical employees was drawn. The data was statistical manipulated reporting various significant relationships confirming the internal reliability of the LPCAT and indicating a strong significant relationship between learning potential and job performance. Variables such as learning potential, job grade and tenure are significant when predicting job performance. / Industrial and Organisational Psychology / MA (Industrial and Organisational Psychology)

ABSTRACT In standardized tests, culturally and linguistically diverse (CLD) children usually perform at similar level as children with language impairment (LI), largely due to the fact that most standardized assessment tools have been developed on the basis of a monolingual population with mainstream backgrounds. As an alternative to standardized tests, a dynamic assessment approach has been advocated to assess the language abilities of CLD children. Dynamic assessment is considered to reduce test bias, since it measures the child's learning potential (i.e. modifiability) instead of the child's static performance on a certain task at one point in time. The aim of the present study was to explore if dynamic assessment was as successful in a Swedish context as it has been in American contexts. The study had a test-teach-retest design with every session conducted individually. Five typically developing monolingual Swedish children, aged six to seven, were asked to tell two stories on the basis of two comparable picture sequences. In between, a teaching session, that consisted of a mediated learning experience (MLE), was conducted. During the MLE session, a certain aspect of storytelling, chosen from the analysis of the test narrative, was targeted and 5 trained. After the MLE session, the child's modifiability was measured using five-point scales for teaching effort and student responsiveness. The test and retest results were then compared. The DA results indicated that three of the children were typically developing and that two of the children, contrary to fact, had some kind of language learning disability. The material used was found to have limitations in its narrow rating criteria and complicated scripts for the MLE sessions. The conclusions were that (a) the assessment was influenced by the examiner's subjective rating and therefore unable to show the children's true narrative abilities, (b) that the MLE material was not fully suited for younger school aged children and (c) not suitable in the Swedish context. Further studies have to be made with a larger number of children, including CLD children, to be able to tell whether dynamic assessment is a suitable method in Swedish contexts or not. A special DA material for Swedish assessments would then be useful. / Typiskt utvecklade barn med atypisk kulturell bakgrund, flerspråkighet eller låg socioekonomisk status (dvs. barn med språkskillnad) som genomgår språktestning med standardiserade tester förefaller prestera lika på dessa som barn med språkstörning. Detta pga. att de flesta standardiserade tester är skapade för enspråkiga barn med typisk bakgrund. Barnen med språkskillnad riskerar således att bli feldiagnostiserade med språkstörning. Dynamic assessment (DA) har i främst amerikanska studier visat sig vara en fördelaktig bedömningsmetod vid sådana fall, då den har lyckats särskilja barn med språkskillnad från barn med språkstörning. Detta eftersom DA, till skillnad från standardiserade tester, inte undersöker barnets förmåga att klara en viss uppgift vid ett tillfälle, utan istället undersöker barnets förmåga att lära sig att klara av en uppgift (dvs. barnets modifierbarhet). Föreliggande studie avsåg att undersöka hur DA av narrativ förmåga fungerade med svenskspråkiga typiskt utvecklade barn i åldern sex-sju år. Deltagarna genomgick individuell DA med test-teach-retest-design och fick först berätta en saga till en bildsekvens. En aspekt av narrativ förmåga, t.ex. kausalitet, valdes sedan ut och tränades vid en undervisningssession som utgjordes av en så kallad mediated learning experience (MLE). Barnets modifierbarhet under MLE skattades med hjälp av femgradiga skalor för läraransträngning och barnets responsivitet. Därefter följde retest, där varje barn fick berätta en saga till en ny bildsekvens. En jämförelse mellan test och retest skedde. Resultaten visade att tre av deltagarna fick de resultat som förväntats av barn med typisk utveckling. Två deltagare fick resultat som indikerade språkstörning. Materialet som användes bedömdes ha snävt satta bedömningskriterier och svåranvända skript för undervisningssessionerna. Slutsatserna som drogs var (a) att DA-materialet som användes gav en mycket subjektiv bedömning som inte stämde överens med barnets faktiska narrativa förmåga, (b) att MLE-skripten inte var designade på ett helt barnvänligt sätt och (c) inte passade i svensk kontext. Fler och större studier behöver göras för att kunna ge en tydligare bild av hur DA fungerar i svensk kontext. I detta fall vore ett svenskt DA-material önskvärt.

Dynamic assessment, which is often characterised by the learning potential approach across the world and in South Africa, is receiving more and more attention from educators and research practitioners alike. The nature of dynamic assessment lends itself to application in areas where prior dependence on static (traditional) forms of psychometric assessment can no longer be sustained as viable options towards assessment. A main focus area within dynamic assessment is the field of tertiary selections and admissions. More research is needed in this field in South Africa and in order to progress within the field in this country in terms of designing, developing, norming and implementing dynamic assessment tests/batteries, previous research has to be investigated in detail in order to understand the areas which need attention and improvement more fully. In addition, it is not only the negative aspects which need to be investigated but also the success with which many studies have been greeted which needs to be looked at. Investigating the status of South African research into the field of dynamic assessment offers the interested practitioner a platform from which to view results that have emanated from this country in the past fifteen years. Past reliance on static measures meant that product-based assessment made no allowance for the detection and measurement of potential within individuals. It is not the contention of this study to state unequivocally that all disadvantaged students possess equal potential, but that a large pool of learners with potential are often passed over during selection for admission. In order to address these and similar issues, new tests will have to be developed but these can only be developed once past and current research is properly assessed. This is the aim of the present study. There is no document yet available on the status of dynamic assessment in South Africa which pays close attention to the research details of various findings within this field. The main findings indicate that although the field is still being researched today, there has been a decrease in the number of studies as well as a concomitant decrease in the implementation of dynamic research efforts. The reasons cited are lack of time, costs, inefficiencies and also confusion as to what dynamic assessment entails. There is, as yet, no consistent definition of dynamic assessment in South Africa, which makes it all the harder to entrench dynamic assessment as a methodology and implement it on as wide a scale as possible. Most research efforts in this field in South Africa presently comprise Master's and Doctoral studies and are, for the most part, efforts emanating from a handful of tertiary institutions. Some past research efforts have been successful but have since been disbanded, whereas there has been a growing awareness of the usefulness of dynamic assessment but it is not being implemented for the reasons stated above. This study investigates these results. Dynamic assessment is most certainly a prudent and effective partial solution to the issue of assessment in South Africa and can no longer be ignored. Yet, with cautious interpretation of the results, researchers and practitioners in the field will be better able to arrive at a more informed opinion of the advances in the field when allowed to scour past and present research. / Thesis (MA (Research Psychology))--University of Pretoria, 2003. / Psychology / unrestricted

Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2010. / Bibliography / ENGLISH ABSTRACT: This study stems from the concern about the over-reliance on and limitations of using isolated psychometric measures in psycho-educational assessments. Despite claims in literature that dynamic assessment is a valuable tool in linking assessment and intervention, many proponents of dynamic assessment (for instance Bosma & Resing, 2008; Woods & Farrell, 2006; Elliot, 2003; Tzuriel, 2001; Lidz & Elliot, 2000) have found that it has not been fully incorporated into educational psychologists‘ assessment practices. The present study aimed to explore educational psychologists‘ views on the relevance and challenges of practising dynamic assessment in the changing context of educational psychology practices in South Africa, particularly assessment practices. It reports on the value, relevance and potential of dynamic assessment for educational psychologists, but also sheds light on the factors and challenges that hamper its implementation in practice. The researcher utilised a basic qualitative, interpretive research design. Twelve educational psychologists either in private practice or in state education services who had knowledge of dynamic assessment were selected by means of criterion-purposive sampling to participate in the study. Data were collected by means of an extensive literature review and semi-structured interviews, and analyzed using a synthesis of content and interpretive analysis. The findings suggest that educational psychologists in South Africa found dynamic assessment to be relevant to their practices. Participants report that it yields valuable information about learning (on cognitive, affective and behavioural levels) and that it is especially useful for assessing learners from diverse backgrounds for whom no standardized tests exist. However, they experienced some obstacles in implementing dynamic assessment. These were related to insufficient training, too few experts to assist with supervision, expertise residing in too few retired or nearly retired persons, as well as the perceived labour-intensive and time-consuming nature of dynamic assessment. Therefore, recommendations for theory and further research indicate that more research (especially with regard to training presented at tertiary institutions) is needed to boost its momentum and ensure its further development. Recommendations for practice focus on raising educational psychologists‘ awareness of dynamic assessment, increasing the availability of courses, as well as interested professionals‘ access to training. Keywords: Dynamic assessment; educational psychology; assessment in South Africa / AFRIKAANSE OPSOMMING: Hierdie studie spruit voort uit kommer oor die oormatige vertroue op en beperkings van die gebruik van geïsoleerde psigometriese maatreëls in psigo-opvoedkundige assesserings. Ongeag aansprake in die literatuur dat dinamiese assessering 'n waardevolle instrument is om assessering en intervensie te verbind, het baie voorstanders van dinamiese assessering (byvoorbeeld Bosma & Resing, 2008; Woods & Farrell, 2006; Elliot, 2003; Tzuriel, 2001; Lidz & Elliot, 2000) bevind dat dit nog nie volledig in die assesseringspraktyke van opvoedkundige sielkundiges geïnkorporeer is nie. Die doel van die onderhawige studie was om opvoedkundige sielkundiges se sieninge oor die relevansie en uitdagings van die praktisering van dinamiese assessering in die veranderende konteks van opvoedkundige sielkundige praktyke in Suid-Afrika, in besonder assesseringspraktyke, te verken. Dit doen verslag oor die waarde, relevansie en potensiaal van dinamiese assessering vir opvoedkundige sielkundiges, maar werp ook lig op die faktore en uitdagings wat die implementering daarvan in die praktyk bemoeilik. Die navorser het 'n basiese kwalitatiewe, interpretatiewe navorsingsontwerp gebruik. Twaalf opvoedkundige sielkundiges in privaatpraktyk of in staatsopvoedkundige dienste wat kennis van dinamiese assessering gehad het, is deur middel van kriteriagerigte steekproefneming geselekteer om aan die studie deel te neem. Data is deur middel van 'n uitgebreide literêre oorsig en semi-gestruktureerde onderhoude versamel en geanaliseer deur 'n sintese van inhoud- en interpretatiewe analise te gebruik. Die bevindings dui daarop dat opvoedkundige sielkundiges in Suid-Afrika dinamiese assessering relevant vir hulle praktyke vind. Deelnemers rapporteer dat dit waardevolle inligting oor leer (op kognitiewe, affektiewe en gedragsvlakke) daarstel en dat dit veral nuttig is vir die assessering van leerders uit uiteenlopende agtergronde vir wie geen gestandaardiseerde toetse bestaan nie. Hulle het egter 'n paar hindernisse ervaar in die implementering van dinamiese assessering. Dit was verwant aan onvoldoende opleiding, te min kundiges om met toesig behulpsaam te wees, kundigheid wat in te min afgetrede en byna afgetrede persone setel, asook die waargenome arbeidsintensiewe en tydrowende aard van dinamiese assessering. Aanbevelings vir teorie en verdere navorsing dui daarop dat meer navorsing (veral ten opsigte van opleiding wat by tersiêre inrigtings aangebied word) benodig word om die momentum daarvan 'n hupstoot te gee en die verdere ontwikkeling daarvan te verseker. Aanbevelings vir die praktyk fokus op die bevordering van opvoedkundige sielkundiges se bewustheid van dinamiese assessering, die verhoging van die beskikbaarheid van kursusse asook toegang van geïnteresseerde professionele lui tot opleiding.

Qatar’s education system has recently been subjected to a process of deep structural reform. One of the beliefs which underpins this reform is the assumption that learner-centred pedagogy is more effective than traditional teacher-centred pedagogy. However, there is limited empirical evidence from a Qatari classroom context regarding the effectiveness of using learner-centred pedagogies. This lack of empirical evidence extends to the teaching of English as a foreign language. This study employed Vygotskian sociocultural theory as a lens to investigate the effects of working collaboratively on learners’ longer-term performance of two grammatical structures, the simple past passive and the present continuous passive, as well as the cognitive processes involved. Interventionist dynamic assessment was used to quantify the linguistic performance of male Arabic undergraduate EFL learners (N = 52) three times (pretest, posttest, and delayed posttest) over a 12-week period. In-between the pretest and the posttest, six form-focused treatment tasks were administered. The experimental group (n = 20) completed the treatment tasks collaboratively; the comparison group (n = 16) completed the treatment tasks individually; and the control group (n = 16) did not complete the treatment tasks. In addition, the genetic method was employed to trace the linguistic development of four participants in the experimental group. These four participants were audio-recorded as they collaboratively completed each treatment session. Mood’s median test (Mood, 1954) found a pretest to posttest statistically significant difference (M = 7.70, df = 1, p = 0.01) between the performances of the experimental and control groups for the structure of the simple past passive which is moderate to large in size (Cramér’s V = 0.46). However for both target structures, no statistically significant difference was found between the experimental group and the comparison group, suggesting that the treatment condition of working collaboratively was not more effective in promoting learners’ linguistic development than the treatment condition of working individually. Additionally, the descriptive statistics revealed high levels of individual variation. Of the four participants who were audio-recorded, the journey of one learner is presented. This data was analysed using a microgenetic approach with LREs (Swain and Lapkin, 1995, 1998, 2002) as the unit of analysis. The microgenetic analysis shows how working collaboratively provides learners with access to a shared cognitive space. Within this space, they can employ language as a cognitive tool to access other-regulation from their peers and deploy their own self-regulatory strategies. The experience of an individual was explored within the context of the linguistic gains made by the collective to whom he belongs. Thus, even though the statistical analysis of the results suggests that working collaboratively is not more effective in facilitating learners’ linguistic development than working individually, the process of language learning has been connected to the outcome of language learning through the results of the descriptive statistics and the microgenetic analysis. This study contributes to a better understanding of: the types of pedagogies that may be effective in a Qatari undergraduate context, why collaborative learning can be effective, how knowledge which is initially social can take on a psychological function, and how the Vygotskian sociocultural methodologies of the genetic method and dynamic assessment can be integrated into an SLA design.