The Extent of Incorporation of Dynamic Assessment into Cognitive Assessment Courses

Abstract

This survey of 120 school psychologist trainers documents the extent to which information about dynamic assessment is incorporated into graduate cognitive assessment courses. Responses to the survey suggest the following: (a) There is widespread familiarity with dynamic assessment as a model of cognitive assessment; (b) few trainers are actually using the procedures themselves, although those most familiar with it are more likely to use it; (c) the majority of the responders gained their familiarity through reading and, many, through a workshop; (d) most of the trainers who are familiar with the model do mention it in their courses, and the model they are most likely to discuss is Feuerstein's; (e) most of the trainers who do not teach the model attribute this omission to their insufficient knowledge base and lack of time, in view of other priorities. Some express reservations about technical adequacy; (f) trainers who are familiar with the model see its primary asset as the change in focus from learning products to processes. Other assets include relatedness to interventions, reduced cultural bias, and increased comprehensiveness of information provided; and (g) trainers who are familiar with the model see the primary limitations as time required for administration, technical adequacy, and lack of a match with demands of the school/employment situation. The issues and implications of these findings are discussed.

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References

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