A Selective Synthesis of the Experimental Literature on Dynamic Assessment
By H. Lee Swanson, Cathy Lussier. 2001
143 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/69b37a80593ae1c8b2edd0537da4e56b2eae0d5e
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Douglas Fuchs
- Lynn S. Fuchs
- Donald L. Compton
- Julian G. Elliott
- E. Caffrey
- A. Hollenbeck
- Mason R. Lefler
- Brian R. Belland
Citations in the corpus
- Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education (2016, background): “Although there are meta-analyses on scaffolding types, such as dynamic assessment (Swanson & Lussier, 2001), scaffolding in intelligent tutoring systems (Ma, Adesope, Nesbit, & Liu, 2014; VanLehn, 2011), scaffolding for students with learning disabilities (Swanson & Deshler, 2003), and a pilot…”
- Scaffolding in Teacher–Student Interaction: A Decade of Research (2010, unknown): “Many authors have acknowledged the importance of diagnosis in relation to scaffolding and was referred to as: dynamic assessment (Lajoie 2005; Macrine and Sabbatino 2008; Pea 2004; Swanson and Lussier 2001), formative assessment (Shepard 2005), online diagnosis (Palincsar and Brown 1984), or monitor”
- The Predictive Validity of Dynamic Assessment (2008, background): “There are very few quantitative syntheses of DA research (e.g., Swanson & Lussier, 2001 ) and none that are concerned primarily with predictive validity.”
- Score gains on g-loaded tests: No g (2007, background): “A general finding is that scores go up by 0.5 to 0.7 S.D. after a dynamic training (Swanson & Lussier, 2001).”
- Dynamic Assessment as Responsiveness to Intervention; a Scripted Protocol to Identify Young At-Risk Readers (2007, background): “Notwithstanding such enthusiasm for DA, infrequent research has been conducted on its psychometric properties (see Grigorenko & Sternberg, 1998, and Swanson, 2001, for reviews); even less on its predictive validity.”
- Word Problem Strategy for Latino English Language Learners at Risk for Math Disabilities (2014, background): “…measures (e.g., administered pre- and post-test) which test a student’s word-problem-solving performance by presenting scripted tasks that require the student to access previous learned knowledge with little teacher input (e.g., Grigorenko, 2009; Haywood & Lidz, 2007; Swanson & Lussier, 2001).”
- Dynamic Assessment in Educational Settings: Realising potential (2003, background): “What is important is the differential extent of the gain, Swanson & Lussier, 2001).]”