Dynamic Assessment in Practice: Clinical and Educational Applications
By H. Haywood, C. Lidz. 2006
423 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/a9f724228f2f4b0128c5fb8f23ab9b675f81f05d
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- Michael J. Orosco
- David Tzuriel
- PhD Rollanda O’Connor
- PhD Cathy Lussier
- PhD H. Lee Swanson
Citations in the corpus
- Dynamic assessment in the classroom: Vygotskian praxis for second language development (2011, background): “According to Haywood and Lidz (2007) most current approaches to DA are comprised of three stages: a conventional assessment of the abilities in question, an intervention targeting problematic aspects of learner performance, and a final assessment that parallels the initial one.”
- Vygotsky's Teaching-Assessment Dialectic and L2 Education: The Case for Dynamic Assessment (2010, unknown): “In this way, DA foregrounds process over product, and thus it promotes development rather than learning (see Haywood & Lidz, 2007).”
- Mediated Learning Experience and Cognitive Modifiability (2013, background): “…indications that a score reflecting individual differences in “modifiability” added substantially to the predictive power of learning (Embretson, 1992) and future academic success (Haywood & Lidz, 2007; Sternberg & Grigorenko, 2002; Tzuriel, 2000a, 2000b; Tzuriel, Kaniel, Kanner, & Haywood, 1999).”
- The Effects of Dynamic Strategic Math on English Language Learners’ Word Problem Solving (2013, background): “…that arises from the word problem–solving literature is the high dependency on static assessment procedures that measures a student’s current problem-solving competencies by presenting scripted tasks that require the student to access previous acquired knowledge (e.g., Haywood & Lidz, 2007).”
- 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).”