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The use of Dynamic Assessment by educational psychologists in the UK

Deutsch, R; Reynolds, Y; (2000) The use of Dynamic Assessment by educational psychologists in the UK. Educational Psychology in Practice , 16 pp. 311-331. 10.1080/713666083. Green open access

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Abstract

Training in Dynamic Assessment (DA) was rarely available in the UK until 1994. This is the first study to explore the outcomes of its availability in terms of the practice of DA and perceptions about it among educational psychologists (EPs). One hundred and nineteen EPs who had taken positive steps to inform themselves about DA by undertaking some degree of training or by joining a DA interest group, were surveyed to explore the extent of their initial training in DA, subsequent use of it and issues of implementation. Overall, the 88 responses (74%) received suggest, among those surveyed, widespread awareness of DA as a model of cognitive assessment and positive attitudes to it, coupled with a low level of implementation. The low level of use was frequently attributed to insufficient training in DA, to lack of time due to other assessment priorities, often set by the Local Education Authority, and to lack of the ongoing expert support felt to be necessary to maintain use of a demanding form of assessment. The authors take the position that the EP's repertoire would be enriched by improved knowledge of and training in DA. The research raises important issues for cognitive assessment, and also raises the broader question whether there is a need for a more proactive involvement of educators in enhancing the cognitive functioning of children.

Type: Article
Title: The use of Dynamic Assessment by educational psychologists in the UK
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/713666083
Additional information: This is an electronic version of an article published in Deutsch, Ruth and Reynolds, Yvonne (2000) The use of Dynamic Assessment by educational psychologists in the UK. Educational Psychology in Practice, 16 (3). pp. 311-331. Educational Psychology in Practice is available online at: http://www.informaworld.com/10.1080/713666083
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute
URI: https://discovery.ucl.ac.uk/id/eprint/1548314
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