| Dynamic Assessment of Young Children 2001 Edition Contributor(s): Tzuriel, David (Author) |
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ISBN: 0306465108 ISBN-13: 9780306465109 Publisher: Springer OUR PRICE: $170.99 Product Type: Hardcover - Other Formats Published: August 2001 Annotation: 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. |
| Additional Information |
| BISAC Categories: - Psychology | Psychotherapy - Child & Adolescent - Medical | Mental Health - Psychology | Education & Training |
| Dewey: 155.413 |
| LCCN: 00067110 |
| Series: Plenum Series on Human Exceptionality |
| Physical Information: 0.93" H x 6.96" W x 8.74" (1.25 lbs) 241 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: Dynamic/interactive assessment has been a long time coming It has been almost a century since Alfred Binet suggested that assessment of the processes of learn- ing should constitute a priority in the mental testing movement, and over 60 years since Andre Rey made the same suggestion. An important model that supports many contemporary approaches to "flexible" or "process" assessment was offered by Vygotsky in the 1920s. The ground breaking work by Reuven Feuerstein and his Swiss colleagues on process assessment of North African Jewish children was done in the early 1950s. In the intervening years almost every serious psy- chometrist has, at one time or another, called for emphasis on assessment of the of learning, rather than an exclusive emphasis on assessment of the processes products of prior opportunities to learn. One has to wonder why we have had to wait so long for formalization and instrumentation of the methods for doing just that Of course, we psychologists like to do what we do well, and we have learned to do static, normative assessment, especially of "intelligence," very well indeed. Unfortunately, it is also true that dynamic/interactive assessment has not attracted or fueled the volume of high-quality research that is still going to be necessary if it is to survive as a widely used supplement to static, normative testing. This volume, incorporating a strong research base, goes a long way toward remedia- tion of that situation. |
