Dynamic assessment : prevailing models and applications

By C. Lidz, Julian G. Elliott. 2000

197 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b73236e27c4c1cf779a76d5157d01b7633a93619

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Citations in the corpus

Who Are the Bright Children? The Cultural Context of Being and Acting Intelligent (2007, unknown): “However, they administered the tests dynamically rather than statically (Brown & Ferrara, 1985; Feuerstein, 1979; Grigorenko & Sternberg, 1998; Guthke, 1993; Lidz & Elliott, 2000; Sternberg & Grigorenko, 2002c; Tzuriel, 1995; Vygotsky, 1978).”
The case for Dynamic Assessment in speech and language therapy (2007, methodology): “Followers of the approach of Feuerstein (see Lidz and Elliott, 2000; Miller, Gillam and Peña, 2001) employ a test-teach-retest format, using mediation during the teaching phase.”
Dynamic Assessment in Educational Settings: Realising potential (2003, background): “Swanson (1995, 2000), argues that the approach may offer guidance concerning the most appropriate psychoeducational intervention model to adopt.”
Recognizing and Responding to Cultural Differences in the Education of Culturally and Linguistically Diverse Learners (2005, methodology): “Using a test-teach-retest framework, teachers scaffold instruction and assess the processing abilities of students as they work on tasks (Lidz & Elliot, 2000).”
Dynamic assessment in the classroom: Vygotskian praxis for second language development (2011, background): “While several DA approaches have been proposed that posit a connection to the classroom (e.g. Greenberg, 2000; Jensen, 2000), Lidz and Elliott (2000) explain that this work has been concerned primarily with providing teachers with diagnostic information about learners.”