DYNAMIC “DEVELOPMENTAL” ASSESSMENT VIEWED “发展”的评价是动态的.pptVIP

LOIS HOLZMAN LOIS HOLZMAN CONCLUSIONSWITHIN THE TRADITIONAL UNDERSTANDING OF DA, THE BURDEN OF MOST OF THE EXPERIENCE IS ON THE ASSESSOR, WITH A BELIEF IN LEARNER/PARTICIPANT DEVELOPMENT. HOWEVER, AT THE END OF THE NON-CLASSICAL DA PROCESS, WITH THE “PERFORMANCE PRODUCT,” THE LEARNER/PARTICIPANT BECOMES A C0-ASSESSOR. DURING MOST OF THE DA PROCESS, ZONES OF POTENTIAL DEVELOPMENT REACH CRITICAL AND VERY DIFFICULT POINTS OF FRUSTRATION FOR BOTH THE LEARNER/PARTICIPANT AND THE ASSESSOR. HOWEVER, WHEN SUCCESSFUL, THERE IS NORMALLY THE EXPERIENCE OF CARTHARSIS, REACHING A HIGHER LEVEL OF PERSONAL SENSE AND ACHIEVEMENT. DYNAMIC “DEVELOPMENTAL” ASSESSMENT VIEWED METATHEORETICALLY THROUGH THE ZONES OF POTENTIAL DEVELOPMENT (ZsPD)Dorothy (Dot) RobbinsISCAR 2008 THIS PRESENTATION WILL BEGIN WITH TRADITIONAL VIEWS OF DYNAMIC ASSESSMENT, WHICH IS A LARGE STEP FORWARD IN THINKING. AND, INDEED, TRADITIONAL TESTING WITHIN A DYNAMIC APPROACH IS NECESSARY. IT SHOULD BE STATED THAT PSYCHOMETRIC TESTING IS ALSO IMPORTANT. HOWEVER, THE QUESTION ARISES REGARDING THE “POST-TEST” WITHIN DA. FROM THE VYGOTSKIAN NON-CLASSICAL PERSPECTIVE, THE POST-TEST SHOULD OFTEN [NOT ALWAYS] BE IN THE FORM OF A PRODUCT THAT IS PERFORMATIVE (e.g., PERFORMANCE, CREATIVE FILMS, WEBSITE VIDEOS, THEATRE, DANCE, SERVICE LEARNING COLLABORATION, POETRY, LITERARY INTERPRETATIONS, ETC.). IN OTHER WORDS, THERE SHOULD BE ROOM FOR PSYCHOMETRIC, TRADITIONAL DA POST-TESTING, AND FOR NON-CLASSICAL “POST-TESTING,” WHICH IS IN LINE WITH A TOTALLY NEW VIEW OF LEARNING DEVELOPMENT. IN A NON-CLASSICAL DA APPROACH, THE FOCUS IS NOT ON A REVISION OF THE PRE-TEST, BUT ON A PERFORMATIVE PRODUCT. THIS VIEW WORKS BEST IN NON-TRADITIONAL APPROACHES AT THE PRESENT TIME, WHERE THE ENVIRONMENT CAN BECOME SPONTANEOUS. INTRODUCTION THERE IS NO SINGLE DEFINITION OF DYNAMIC ASSESSMENT (DA). THERE IS NOT A SINGLE PROCEDURE OR TEST BATTERY. HOWEVER, THERE IS ONE SINGLE GOAL: LEARNER DEVELOPMENT Introduction DA REQUIRES A D