Please use this identifier to cite or link to this item:
Issue Date: 
Proceedings of the Redesigning pedagogy: research, policy, practice conference, Singapore, May - June 2005.
Dynamic assessment is an interactive approach to conducting assessment focusing on the ability of the learner to respond to his own learning. It is a new idea whose development has come from Vygotsky and Feuerstein ; to Vygotsky for the need to assess both the zones of actual and proximal development and to Feuerstein for creating procedures attempting to do just that. Today, drawing on advances in neuroscience
research, dynamic models of assessment and learning aim to place additional tools in the hands of educators to enable them to identify and develop the cognitive processes children need to achieve high academic standards while learning how to learn. Dynamic assessment explores how each mind works and how each individual can learn to assemble and to use knowledge better. This paper describes the conceptual foundations and findings of an ongoing research effort specifically referred to as the MindLadder cognitive program which is developed to better understand (a) the process of knowledge construction in the primary school child and (b) how teachers can best infuse advances in this area into the classroom environment. Based on mediated learning theory and constructivism, this research program can support the achievement of students with general and special learning needs from diverse cultural and linguistic backgrounds.
Appears in Collections:CRPP - Conference Papers

Files in This Item:
File Description SizeFormat 
2005t51.pdf319.08 kBAdobe PDFThumbnail
Show full item record

Page view(s) 50

Last Week
Last month
checked on May 20, 2019

Download(s) 50

checked on May 20, 2019

Google ScholarTM


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.