Skip to Main Content
It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

Dynamic Assessment: Procedures

Guide to Peabody Library's collection on Dynamic Assessment

Model Characteristics

Procedure Models of Dynamic Assessment

Dynamic assessment procedures vary on a number of dimensions, but primarily with regard to degree of standardization of interventions, as well as regarding content. There are four basic models that fit most of the procedures:

1. An open-ended, clinical approach that follows the learner, using generic problem solving tasks such as matrices (e.g., Feuerstein et al.). The approach to intervention focuses on principles and strategies of problem solution and aims to promote independent problem solving.

2. Use of generic, problem-solving tasks, but offering a standardized intervention. All learners are provided with the same intervention involving principles and strategies for problem solution (e.g., Budoff, Guthke, et al.). These approaches tend to focus on classification of learners, attempting to reduce the negative results of cultural bias.

3. A graduated prompting procedure where learners are offered increasingly more explicit hints in response to incorrect responses. All learners progress through the same menu of prompts or hints, varying with regard to the number of prompts required for task solution (e.g., Campione, Brown, et al.).

4. Curriculum-based approaches that use actual content from the learner's educational program, with interventions based on "best practices" of teaching. These can vary regarding degree of standardization of interventions (Lidz, Jepsen, et al.). These approaches focus on IEP development for learners with special needs.

Procedures of Dynamic Assessment