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Copyright © Fraser Lauchlan and Donna Carrigan 2013

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5.6 Bank of Strategies (cognitive): Resources

Reflectiveness Resource 1Traffic LighT cards


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Communication Resource 2 (Late Primary)Word Bingo 8


Communication Resource 4Why Say

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Memory Resource 1PicTure PromPT cards


Spatial Orientation Resource 2find Your WaY maP

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Motivation Resource 1goaL of The Week

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Fin

ish

ing

lin

e



Cop

yrig

ht ©

Fra

ser

Lauc

hlan

and

Don

na C

arri

gan

2013

5.8

Gen

eral

Gui

de to

Dyn

amic

Ass

essm

ent

Dyn

amic

Ass

essm

ent

A G

ener

al G

uide

This

le

aflet

ha

s be

en

repr

oduc

ed

with

ki

nd

perm

issi

on

from

Je

ssic

a k

ings

ley

Publ

ishe

rs f

rom

a t

ext

by f

rase

r La

uchl

an a

nd

don

na c

arri

gan

(201

3),

impr

ovin

g Le

arni

ng T

hrou

gh d

ynam

ic

asse

ssm

ent.

Wha

t is

Dyn

amic

Ass

essm

ent?

dyn

amic

as

sess

men

t is

a

fair

ly

new

m

etho

d of

as

sess

men

t in

crea

sing

ly

used

by

ed

ucat

iona

l ps

ycho

logi

sts

and

othe

r pr

ofes

sion

als.

it is

bas

ed o

n th

e pr

inci

ple

that

it is

pos

sibl

e to

lear

n m

ore

abou

t a c

hild

’s le

arni

ng a

bilit

y and

lear

ning

sty

le b

y int

erac

ting

with

the

child

dur

ing

the

asse

ssm

ent.

This

is

in

sh

arp

cont

rast

to

m

ore

trad

ition

al

met

hods

of

as

sess

men

t th

at d

o no

t al

low

inte

ract

ion

with

the

chi

ld in

a w

ay

that

wou

ld in

fluen

ce p

erfo

rman

ce. T

hese

mor

e tr

aditi

onal

met

hods

ar

e of

ten

refe

rred

to

as p

sych

omet

ric

test

s or

iQ

tes

ts a

nd t

hey

are

stan

dard

ised

. Thi

s m

eans

tha

t th

e te

st is

con

duct

ed in

a v

ery

rest

rict

ed a

nd p

resc

ribe

d en

viro

nmen

t whe

re th

e as

sess

or c

anno

t he

lp a

chi

ld w

ho is

hav

ing

diffi

culti

es. T

his

can

appe

ar u

nnat

ural

to

the

child

who

will

be

used

to a

dult

supp

ort i

n su

ch a

situ

atio

n. T

he

reas

on t

hat

help

is

not

perm

itted

in

stan

dard

ised

, ps

ycho

met

ric

test

s is

that

the

child

’s p

erfo

rman

ce is

com

pare

d w

ith th

e av

erag

e fo

r th

e ag

e gr

oup

to p

rovi

de a

sco

re,

indi

catin

g ab

ove

aver

age,

av

erag

e or

bel

ow a

vera

ge a

bilit

y.

dur

ing

dyna

mic

ass

essm

ent

help

is p

rovi

ded

by t

he a

sses

sor

in t

he fo

rm o

f cl

ues,

pro

mpt

s an

d hi

nts

(kno

wn

as ‘m

edia

tion’

) to

see

if th

is c

an p

rodu

ce a

hig

her

leve

l of p

erfo

rman

ce b

y th

e ch

ild

bein

g as

sess

ed. s

omet

imes

the

help

can

invo

lve

gene

ral d

iscu

ssio

n of

pro

blem

-sol

ving

str

ateg

ies

to s

ee if

the

chi

ld c

an p

ick

up t

hese

st

rate

gies

and

ado

pt th

em fu

rthe

r on

in th

e as

sess

men

t.Th

ese

mat

eria

ls h

ave

been

dev

elop

ed fo

r dy

nam

ic a

sses

smen

t be

caus

e ch

ildre

n us

ually

find

the

m e

ngag

ing

and

they

tac

kle

the

task

s w

ith v

igou

r an

d en

ergy

. fur

ther

mor

e, c

hild

ren

can

appr

oach

th

ese

task

s w

ithou

t pr

econ

ceiv

ed

feel

ings

of

fa

ilure

, w

hich

fr

eque

ntly

hap

pens

if th

ey a

re a

sses

sed

usin

g a

read

ing,

wri

ting

or

mat

hs t

ask.

a fu

rthe

r re

ason

for

usin

g th

ese

kind

s of

mat

eria

ls is

th

at th

e sk

ills

used

by

the

child

ren

(cal

led

Lear

ning

Pri

ncip

les)

can

be

app

lied

in a

ll ar

eas

of t

he c

urri

culu

m. i

t is

, the

refo

re, v

alua

ble

to e

xplo

re c

hild

ren’

s st

reng

ths

and

wea

knes

ses

acco

rdin

g to

thes

e Le

arni

ng P

rinc

iple

s.Th

ere

are

othe

r dy

nam

ic a

sses

smen

t mat

eria

ls th

at h

ave

been

de

sign

ed a

s w

ell a

s ot

her

kind

s of

task

s an

d pr

oble

ms

that

may

be

used

by

the

psyc

holo

gist

whe

n un

dert

akin

g a

dyna

mic

ass

essm

ent.

The

psyc

holo

gist

will

usu

ally

exp

lain

dur

ing

feed

back

the

kin

d of

m

ater

ials

that

hav

e be

en u

sed

duri

ng th

e as

sess

men

t.

To s

umm

aris

ed

ynam

ic

asse

ssm

ent

is

an

asse

ssm

ent

base

d on

in

tera

ctio

n be

twee

n th

e as

sess

or a

nd th

e ch

ild, w

here

the

asse

ssor

att

empt

s to

influ

ence

pos

itive

ly th

e ch

ild’s

leve

l of p

erfo

rman

ce. T

he o

bjec

tive

of th

e as

sess

men

t is

to e

xplo

re to

wha

t ext

ent t

he c

hild

can

resp

ond

to a

ssis

tanc

e, a

nd m

ore

impo

rtan

tly,

to e

xplo

re h

ow t

he c

hild

re

spon

ded,

how

the

child

was

lear

ning

, and

to id

entif

y th

e na

ture

of

Cop

yrig

ht ©

Fra

ser

Lauc

hlan

and

Don

na C

arri

gan

2013

the

assi

stan

ce th

at p

rodu

ced

the

high

er le

vel o

f per

form

ance

. in

his

way

, spe

cific

str

ateg

ies

and

idea

s ca

n be

sug

gest

ed t

hat

will

hel

p im

prov

e th

e ch

ild’s

lear

ning

in th

e cl

assr

oom

and

at h

ome.

Wha

t kin

d of

que

stio

ns o

r ta

sks

does

the

asse

ssm

ent i

nvol

ve?

dyn

amic

ass

essm

ent

can

be c

arri

ed o

ut w

ith a

ny m

ater

ials

and

ta

sks

(e.g

. with

rea

ding

and

mat

hs b

ooks

cur

rent

ly b

eing

use

d by

th

e ch

ild in

the

clas

sroo

m).

how

ever

, the

re a

re s

ome

mat

eria

ls th

at

have

bee

n sp

ecifi

cally

dev

elop

ed fo

r us

e in

dyn

amic

ass

essm

ent.

Thes

e us

ually

in

volv

e no

n-ve

rbal

re

ason

ing

skill

s,

and

in

part

icul

ar a

nalo

gica

l re

ason

ing.

for

exa

mpl

e, s

ome

mat

eria

ls

deve

lope

d by

an

isra

eli

psyc

holo

gist

Pro

fess

or d

avid

Tzu

riel

(th

e c

ogni

tive

mod

ifiab

ility

Bat

tery

) in

volv

e pr

oble

m-s

olvi

ng a

ctiv

ities

us

ing

3-di

men

sion

al c

olou

red

bloc

ks a

nd a

woo

den

boar

d.an

alog

ical

rea

soni

ng i

nvol

ves

the

com

pari

son

of b

lock

s or

ob

ject

s an

d es

tabl

ishi

ng t

he r

elat

ions

hip

betw

een

them

, and

the

n ap

plyi

ng t

his

sam

e re

latio

nshi

p to

oth

er b

lock

s or

obj

ects

. se

e fi

gure

1 o

r an

exa

mpl

e of

an

anal

ogic

al re

ason

ing

prob

lem

. ?Fi

gure

1: e

xam

ple

of a

n an

alog

ical

rea

soni

ng p

robl

em: w

hat

goes

nex

t to

the

big

blue

squ

are?

The

child

has

to e

nsur

e th

at th

ey h

ave

the

corr

ect c

olou

r of

blo

ck,

size

of

bloc

k an

d sh

ape

of b

lock

. in

som

e m

ore

com

plic

ated

pr

oble

ms,

the

posi

tion

of th

e bl

ock

is a

lso

impo

rtan

t.

Wha

t are

the

aim

s of

a d

ynam

ic a

sses

smen

t?Th

e pr

inci

pal a

im d

urin

g dy

nam

ic a

sses

smen

t is

to o

btai

n ch

ange

: ch

ange

in th

e ch

ild’s

leve

l of p

erfo

rman

ce a

nd in

thei

r lea

rnin

g st

yle.

B

y pr

ovid

ing

spec

ific

stra

tegi

es a

nd in

terv

enin

g in

the

asse

ssm

ent,

the

asse

ssor

can

cha

nge

the

way

the

child

is le

arni

ng.

for

exam

ple,

the

asse

ssor

may

do

the

follo

win

g:

y

enco

urag

e th

e ch

ild t

o sl

ow d

own

and

be m

ore

refle

ctiv

e (a

nd, i

f po

ssib

le, t

he a

sses

sor

may

be

able

to

tran

sfer

the

re

spon

sibi

lity

for

bein

g m

ore

refle

ctiv

e to

the

chi

ld, w

here

th

ere

is n

o ne

ed f

or t

he a

dult

to r

emin

d th

e ch

ild t

o sl

ow

dow

n).

y

enco

urag

e se

lf-m

onito

ring

str

ateg

ies

in t

he c

hild

, eve

n as

si

mpl

e as

che

ckin

g an

swer

s ra

ther

tha

n re

lyin

g on

adu

lt fe

edba

ck a

lone

.

y

enco

urag

e ve

rbal

isat

ion,

i.e

. ta

lkin

g th

roug

h pr

oble

ms,

w

hich

may

hig

hlig

ht f

or t

he c

hild

whe

re t

hing

s ar

e go

ing

wro

ng.

y

enco

urag

e th

e ch

ild to

pla

n (e

.g. W

hat d

o i h

ave

to d

o he

re?

Whe

re w

ill i

star

t? W

hat w

ill i

do n

ext?

).

y

enco

urag

e th

e ch

ild t

o pr

ovid

e ex

plan

atio

ns f

or a

nsw

ers

rath

er t

han

mer

ely

bein

g sa

tisfie

d w

ith t

he p

rovi

sion

of

a co

rrec

t ans

wer

. Thi

s he

lps

the

child

to th

ink

thro

ugh

each

Cop

yrig

ht ©

Fra

ser

Lauc

hlan

and

Don

na C

arri

gan

2013

task

and

be

awar

e of

the

pro

cess

in

obta

inin

g co

rrec

t an

swer

s.

y

e nco

urag

e th

e ch

ild to

con

side

r all

poss

ible

sol

utio

ns ra

ther

th

an th

e fir

st o

ne th

at c

omes

to m

ind.

y

enco

urag

e th

e ch

ild to

mak

e lin

ks w

ith ta

sks

(or e

xper

ienc

es)

from

the

pas

t an

d to

con

side

r ho

w n

ew s

kills

lea

rned

(or

ne

w e

xper

ienc

es) m

ight

be

appl

ied

in th

e fu

ture

.

y

Bre

ak t

asks

dow

n fo

r th

e ch

ild in

a w

ay t

hat

mak

es t

hem

ea

sier

to s

olve

.

a ke

y qu

estio

n th

at is

ask

ed d

urin

g dy

nam

ic a

sses

smen

t is:

to w

hat

exte

nt d

oes

the

child

resp

ond

to th

e as

sess

or’s

ass

ista

nce?

doe

s th

e ch

ild p

erfo

rm m

uch

bett

er w

ith h

elp?

is th

eir

lear

ning

sty

le v

ery

resi

stan

t (or

ver

y am

enab

le) t

o ch

ange

? d

o th

ey

impr

ove

on h

ow th

ey w

ere

perf

orm

ing

on th

eir

own?

if th

e ch

ild d

oes

resp

ond

posi

tivel

y to

the

help

pro

vide

d an

d re

ach

a si

gnifi

cant

ly h

ighe

r le

vel o

f per

form

ance

as

a re

sult,

then

it

can

prov

ide

an in

dica

tion

of th

eir

pote

ntia

l as

a le

arne

r.m

oreo

ver,

in d

ynam

ic a

sses

smen

t, th

e as

sess

or is

att

empt

ing

to e

xplo

re th

e fo

llow

ing:

y

Wha

t is

the

asse

ssor

doi

ng th

at b

ring

s ab

out t

he h

ighe

r lev

el

of p

erfo

rman

ce?

y

Wha

t is

the

nat

ure

of t

he a

sses

sor’s

int

erac

tion

that

is

help

ful t

o un

ders

tand

ing

how

the

child

lear

ns?

som

e qu

otes

mad

e by

teac

hers

hav

e su

ppor

ted

the

use

of d

ynam

ic

asse

ssm

ent a

nd it

s in

tera

ctiv

e na

ture

:

‘if y

ou w

ant t

o fin

d ou

t how

a c

hild

lear

ns, t

hen

teac

h hi

m.’

‘it is

mor

e im

port

ant t

o fin

d ou

t how

resp

onsi

ve a

chi

ld is

to

inte

rven

tion

than

to fo

cus

on w

hat s

he a

lrea

dy k

now

s.’

(Quo

tes

from

Lid

z, 1

991

– Pr

actit

ione

r’s g

uide

to d

ynam

ic

asse

ssm

ent)

Emot

iona

l fac

tors

dyn

amic

ass

essm

ent

also

look

s at

the

ext

ent

to w

hich

em

otio

nal

fact

ors

affe

ct a

chi

ld’s

lear

ning

. The

se fa

ctor

s ar

e of

ten

obse

rved

by

ps

ycho

logi

sts

duri

ng

trad

ition

al,

stan

dard

ised

as

sess

men

t. h

owev

er,

in d

ynam

ic a

sses

smen

t, it

is p

ossi

ble

to e

xplo

re t

he

exte

nt o

f th

ese

emot

iona

l fa

ctor

s, a

nd e

xplo

re i

f it

is p

ossi

ble

to

chan

ge t

heir

im

pact

on

the

child

’s l

earn

ing.

for

exa

mpl

e, s

ome

of t

he e

mot

iona

l fa

ctor

s co

mm

only

obs

erve

d in

chi

ldre

n du

ring

as

sess

men

t are

as

follo

ws:

y

anxi

ety

y

fear

of f

ailu

re (i

f the

chi

ld is

frig

hten

ed to

try

out r

espo

nses

fo

r fe

ar o

f bei

ng w

rong

)

y

mot

ivat

ion

y

confi

denc

e (d

oes

the

child

ans

wer

with

con

vict

ion

or m

ore

timid

ly)

y

frus

trat

ion

tole

ranc

e (if

the

chi

ld f

ails

to

atte

mpt

cer

tain

pr

oble

ms

beca

use

of th

eir d

ifficu

lty, f

eelin

g it

is fu

tile

to e

ven

try)

.

in d

ynam

ic a

sses

smen

t, th

e as

sess

or c

an e

xplo

re th

ese

emot

iona

l fa

ctor

s an

d ot

hers

, e.

g. i

f th

ey a

re ‘

acce

ssib

le t

o as

sist

ance

’, to

a

muc

h gr

eate

r ex

tent

th

an

in

stan

dard

ised

as

sess

men

t.

Cop

yrig

ht ©

Fra

ser

Lauc

hlan

and

Don

na C

arri

gan

2013

mor

eove

r the

ass

esso

r can

att

empt

to re

duce

the

impa

ct o

f som

e of

th

ese

emot

iona

l fac

tors

dur

ing

the

asse

ssm

ent b

y in

tera

ctin

g w

ith

the

child

in a

mor

e ac

tive

way

tha

n st

anda

rdis

ed a

sses

smen

t w

ill

allo

w. f

or e

xam

ple,

if t

he c

hild

is a

nxio

us, t

hen

the

asse

ssor

can

m

ake

him

/her

less

anx

ious

. if t

he c

hild

has

litt

le c

onfid

ence

, the

n th

e as

sess

or c

an p

rovi

de p

rais

e, e

ncou

rage

men

t an

d fe

edba

ck o

f w

hat

they

are

doi

ng w

ell

(whi

ch is

not

per

mitt

ed in

sta

ndar

dise

d te

sts)

in o

rder

to b

uild

up

thei

r co

nfide

nce.

The

asse

ssor

can

att

empt

to

mak

e a

poor

ly m

otiv

ated

chi

ld

muc

h m

ore

mot

ivat

ed b

y en

gagi

ng th

em in

way

s th

at w

ould

not

be

perm

itted

in st

anda

rdis

ed te

sts (

for e

xam

ple,

in d

ynam

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Spatial Orientation Resource 2SHAPE BINGO

Teacher Cards

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large red hexagon

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Teacher Cards

large blue octagon

large blue circle

small yellow octagon

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small green oval

large blue diamond

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Response Board



Response Board



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Response Board



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Response Board



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Covering Cards

Shape Bingo Shape Bingo




In-ServIce TraInIng (InSeT)

Dynamic assessment: an introduction Why Dynamic assessment?

• Traditional assessment looked at what children could do without help, mirroring teaching

approachesintheclassroomatthetime(thereforeIQtestswerepopular).

• Contemporaryapproaches to learningand teachinghighlight thegains tobemadebypeer

learningandworkingingroups(oftencalled‘thesocialnatureoflearning’).

What is Dynamic assessment?

• ‘Whatchildrencandowiththeassistanceofothersmightbeinsomesenseevenmoreindicative

oftheirmentaldevelopmentthanwhattheycandoalone’(Vygotsky,1978,p.85).

• Thezoneofproximaldevelopmentisdefinedasthedistancebetweentheactualdevelopmental

level(whattheycandowithouthelp)...andthelevelofpotentialdevelopment(whattheycando

withadulthelporincollaborationwithmorecapablepeers)(Vygotsky,1978).

• Thereforethechild’scapacitytoworkinasocialenvironmentandtorespondtoassistancemust

formabasisfortheassessment(i.e.DynamicAssessment).

Support for Dynamic assessment

• ‘Ifyouwanttofindouthowachildlearns,thenteachhim.’

• ‘Itismoreimportanttofindouthowresponsivethechildistointerventionthantofocuson

whatshealreadyknows.’(quotes made by teachers – Lidz, 1991)


Measures of intellectual functioning

Dynamic assessment: what is the eP looking for?

• towhatextentthechildcanrespondtohelp

• howthechildresponded

• howthechildwaslearning

• whatkindofthingsdidthechildfinddifficult

• whatkindofhelpandhowmuch/littleproducedthehigherlevelofperformance.

What is the eP looking for? cognitive skills:

• communication

• comparativebehaviour


• efficiency

• exploratorybehaviour

• justificationofresponse

• memory

• natureofresponse

• planning

• problemdefinition

• recognition

• reflectiveness

• spatialorientation

• transferoflearning

• vocabulary.

What is the eP looking for? affective/emotional factors:

• accessibilitytoassistance

• attention

• concentration

• confidenceincorrectresponses

• flexibility

• frustrationtolerance

• motivation

• presentation

• taskperseverance

• vitalityandawareness.

What do we mean by ‘help’?

• DuringDynamicAssessment,helpisprovidedforthechildintheformofclues,promptsand

hints(knownasmediation).

• Sometimesthehelpcaninvolveexplicitdiscussionofproblem-solvingstrategiestoseeifthe

childcanpicktheseupandusethemfurtheronintheassessment.


What kind of questions ‘help’? (When starting a task)

• Whatdoyouhavetodohere?Wherewillyoustart?Whatwillyoudonext?

• Howisthissimilartosomethingyoualreadyknow/havedone?

• Whatdoyouknowaboutthisalready?

• Whatdoyouexpecttofindout?

• Isthereanotherwayyoucoulddothis?

What kind of questions ‘help’? (When finishing a task)

• Isyouranswerright?Doyouneedtochangeit?Doyouneedtoaddmore?

• Whathaveyoulearned?

• Didyouunderstandeverything?Doyouneedtoaskaquestion?

• Whatdidyoulikeanddislikeaboutthetask?

• Whatdidyoufindeasy/difficult?

What kind of questions ‘help’? (During the task)

• Processquestions(thesehelpchildrentopayattentiontotheirownthinking)

° Yes,tellmewhatyoudid?

• Bridging(thishelpsthechildtomakelinksbetweentheirpreviousexperienceandthecurrent

task)

° Howisthissimilartosomethingyoualreadyknow/havedone?

What kind of questions ‘help’?

• Challengingoraskingforjustification

° thishelpsthechildtotakeresponsibilityfortheirlearningandnotrelyontheteacherto

tell themthattheyareright.Challengingacorrectanswerhelpschildrentolearnthata

challengedoesn’talwaysmeanthattheiransweriswrong(forexample‘Areyousurethat’s

right?’,‘Howdidyouknow?’).

What else do we mean by ‘help’?

• Planning:encouragethechildtoplan.

• ‘Nooneplanstofail,theyonlyfailtoplan.’

• Regulation–makingthechildlessimpulsivebyencouragingthemtoslowdown,stopand think.


• Self-monitoring–gettingthechildtochecktheiranswers.

• Verbalisation–gettingthechildtotalktheirwaythroughproblems.Thisshowsthemwhere

theyaregoingwrongandencouragesregulation.

• Praiseandencouragement–giving feedback to thechildabout exactlywhat theyaredoing

right.

• Scaffolding–helping thechild todoaslightlyharder taskeach timewithout themfeeling

overwhelmedordiscouraged.

• Highlightingchange–pointingouttothechildnewskillstheyhavelearned.

What does all this tell us?

• Doesthechildperformmuchbetterwithhelp?Whatkindofhelp?

• Isthechild’slearningstyleveryresistanttochange?

• Dotheyimproveonhowtheywereperformingontheirown?

• Ifthechilddoesrespondpositivelytohelpandreachahigherlevelofperformance,doesthis

giveanindicationofthekindsofsupportneededtohelpthemreachtheirpotential?

• WhichLearningPrinciples(cognitiveandaffective/emotional)appeartoaccountfordifficulties

withproblemsolving?

• WhichLearningPrinciples(cognitiveandaffective/emotional)weredemonstratedasstrengths

andshouldbepromotedintheclassroom?

• Whatinterventionsfromtheassessorworked(i.e.producedasignificantlevelofchange)?

• Whatinterventionsfromtheassessorfailedtoenhancelearning?

What you may see in a Dynamic assessment report

• Aqualitativeaccountthatdescribesratherthanquantifies(thatmeansnoIQscores!).

• Describesareasofchangeintermsofcognitiveskills,thinkingprocesses,affective/emotional

factors,approachestolearning.

• Describesthenatureandamountofmediationrequiredtoproducechange:fromdependentto

independentlearning.

• Mayprovidesuggestionsforclassroomintervention.


Moving on Learning: linking formative assessment to Dynamic assessmentFormative assessment

• Gipps(1994)outlinedanumberofpurposesinthecontextofassessmentineducation:

‘assessmenthastosupportteachingandlearning,provideinformationaboutpupils,teachers

andschools,actasaselectionandcertificatingdevice,asanaccountabilityprocedure,and

drivecurriculumandteaching…buttheprimepurposeofassessmentisprofessional:thatis

assessmenttosupporttheteaching/learningprocess.’(pp.1-3)

• Formativeassessmentisintendedtohaveasubsequent,positiveeffectonachild’sdevelopment

thoroughtheuseoffeedbackandconsultation.

• Inthelasttenyears,therehasbeenincreasingrecognitionthatassessmentshouldbeusedto

supportlearning,ratherthanmerelyreportachild’scurrent,orpast,achievement.Thishasbeen

ledbyresearchersatKing’sCollege,London,knownasthe‘BlackBox’research.

• The‘BlackBox’researchindicatedfivekeyfactorsinimprovinglearningviaassessment:

1. theprovisionofeffectivefeedbacktopupils

2. theactiveinvolvementofpupilsintheirownlearning

3. adjustingteachingtotakeaccountoftheresultsofassessment

4. recognitionthatassessmentcanhaveaprofoundeffectonthemotivationandself-esteemofpupils

5. theneedforpupilstobeabletoassessthemselvesandunderstandhowtoimprove.

• Thereneedstobelessattentionpaidtomarkingandgrading(i.e.summinguplearning,knownas

summativeassessment)andmoreonproviding advice for improvement.Theintentionofassessment

shouldbeto help the pupils learn more effectively(Assessment for Learning: Beyond the Black Box,1999).

• Byimprovingtheeffectivenessofhowassessmentisusedintheclassroom(i.e.workingonhowit

canpromotelearning),itispossibletohaveasignificantimpactonraisingpupilachievement.It

isemphasisedthatbeingassessedshouldbeapositiveexperience,notanegativeone(Assessment

for Learning: Beyond the Black Box,1999).

• AssessmentisforLearning(ScottishExecutiveinitiative)isbasedontheworkofthe‘BlackBox’.

• Assessmentshouldhelptoidentifythenext stepstobuildonsuccessesandstrengthsaswellas

tocorrectweaknesses.

Assessment is for Learning

• Recognitionthatgoodqualityfeedbackisessentialforeffectiveteachingandlearningbecause

ithelpstheplanningofpupils’nextstepsinlearning.

• Aimistomodifytheteachingandlearningactivitiesinwhichtheteachersandpupilsareengaged.


• Learnerslearnbestwhen:

1. theyunderstandclearlywhattheyaretryingtolearn,andwhatisexpectedofthem

2. theyaregivenfeedbackaboutthequalityoftheirworkandwhattheycandotomakeitbetter

3. theyaregivenadviceabouthowtogoaboutmakingimprovements

4. theyarefullyinvolvedindecidingwhatneedstobedonenext,andwhocangivethemhelpiftheyneedit.

Linking Dynamic Assessment to formative assessment

• InDynamicAssessment, thechild ispersonally involved in theassessmentprocesssuchthat

interactionbetweenassessorandpupil is legitimised.Thechild isencouraged to talk to the

assessor,askquestions,andcontributetotheassessmentinwaysthatwouldnotbepermittedin

standardisedtesting.

• ‘Thequestionsbehindpsychologicalassessmenthavetendedtomoveawayfromsuchconcerns

as,“Howcanwemostappropriatelysortandclassifychildren?”to“Howdoweteachthischild?”

and“Howcanwehelpclassroomteachersindividualisetheirprogrammes?”’(Lidz,1992).



• ‘Irememberthischild,whoIwasveryconcernedabout,reactedveryfavourably–theinteraction

wasgreat…hisperceptionofthiswasitwassomethingverynice…hewarmedtoit.Thefact

thathewasthecentreofattentionandtheinteractionwassuchthathewasmadetofeelthat

hewasveryimportantandsoconsequentlyeverythingwasveryjolly…andsofromthatpoint

ofviewIthoughtitwasgreatandIcanseeasIwaswatchingthattheyweregettingsomevery

interestinganswersanditwasveryclearthatthechildwasgoodatoneaspectandnotanother…

thesesortsofresultsareverygoodbecausetheycaninformyourplanning’(quotebyteacher,

seeLauchlan,1999).

• ‘AssessmentshouldmakemeevaluatehowIamwiththechildrenandmakemequestionwhat

I’mdoing,becauseanythingthatmakesyouquestionwhatyou’redoingisagoodthing.For

example:“Barrydidnotapplyaplanorstrategyduringtheassessment”,andI’vegottothink,

“HaveIgivenhimtheopportunity toapplyplans inhiswork?”AndI’mactuallyobserving

whetherhehasastrategyandifhe’sapplyingit…Ithinkit’squiteeasytoletthingsgoandyou

forgettoask:“ShouldIbedoingthis?”Andit’sthingsyoufoundontheDynamicAssessment

thatmademethink:“Well,Ihadn’tstoppedtoconsiderthat”’(quotebyteacher,seeLauchlan,

1999).

• ‘Unless there is greater emphasis placed upon informing intervention than on classification

andselection,itisunlikelythatmostclinicianswillconsiderDynamicAssessmentsufficiently

worthwhiletomoveawayfromexistingassessmentpractices’(Elliott,2000,p.735).


Dynamic assessment part one: background theory and key conceptsActivity 1

• WhyshouldEPsconsiderDynamicAssessmentasaviablealternative?

• WhatcouldwegainbyusingDynamicAssessment?

• WhatcantheuseofDynamicAssessmentofferthatotherapproachescan’t?

Dynamic Assessment as a viable alternative

• ‘Thequestionsbehindpsychologicalassessmenthavetendedtomoveawayfromsuchconcerns

as,“Howcanwemostappropriatelysortandclassifychildren?”to“Howdoweteachthischild?”

and“Howcanwehelpclassroomteachersindividualisetheirprogrammes?”’(Lidz,1992).

• ‘Whenchildrenask,“WhydoIhavelearningdifficulties?”,orwhenparentsandteachersask

suchquestionsaboutachild,what theyaregenerallyaskingfor isanexplanation.Theyare

askingformorethanasetoftestscoresandobservationsthatdescribeaseriesofbehaviours

whichtheyalreadyrecognise’(Stringeret al.,1996).

Historical Background

• Theincreasingrecognitionofthesocialnatureoflearning(Bruner,DonaldsonandVygotsky,

1970–1990).

• Thechildwasnowperceivedasasocialbeing,‘onewhoplaysandtalkswithothersandwho

learnsthroughinteractionswithparentsandteachers’(BrunerandHaste,1987).

• Intelligenceshouldbeseenasresidingwithintheenvironmentratherthanasadirectfunction

ofthebrain(Vygotsky).

• Learningismediatedthroughsocialinteractionsbothataninterpersonallevelandatasocio-

culturallevel.

• Theinterpersonalleadstotheintrapersonal(learningtakesplacebetweenpeopleandisthen

transferredtowithinpeople).

• Languageisthekeytounderstandingduringtheinternalisationstage:

‘childrenuselanguageasthe“clout”todevelopcognitivestructures,toexpressconceptsand

ideas.Thevocabulary and concepts used shape theways inwhichpeople construct their

experience.’(BrunerandHaste,1987)


Relating the social nature of learning to assessment

• Isolatedversussociallyembeddedlearning.

• Traditionalapproachwasstudentsworkingindependentlytoacquiretheknowledgeandskills

neededforsuccess(thereforeIQtestswerepopular,whichlookedatwhatchildrencoulddoon

theirown).

• Contemporary approaches to learninghighlight thegains tobemadebypeer learningand

workingingroups(seeTheSocialNatureofLearning).

• Matchingtheassessmentcontexttotheinstructionalsetting.

• Thereforethechild’scapacitytoworkinasocialenvironmentandtorespondtoassistancemust

formabasisfortheassessment.

• ‘Ifyouwanttofindouthowachildlearns,thenteachhim.’

• ‘Thebestlinktoclassroominterventionisasampleintervention.’

• ‘Itismoreimportanttofindouthowresponsivethechildistointerventionthantofocuson

whatshealreadyknows.’(quotes made by teachers – Lidz, 1991)

Dynamic Assessment: theoretical roots



• ‘Thezoneofproximaldevelopmentisdefinedasthedistancebetweentheactualdevelopmental

level as determined by individual problem-solving and the level of potential development

asdetermined throughproblem-solvingunderadultguidanceor incollaborationwithmore

capablepeers’(Vygotsky,1978,p.86).

• Theobjectiveoftheassessmentistoexploretowhatextentthechildcanrespondtoassistance,

andmoreimportantly,howthechildresponded,howthechildwaslearningandwhatwasthe

natureoftheassistancethatproducedthehigherlevelofperformance.

• Acollaborativeframeworkfacilitatestheexaminationofthematuring,ordevelopingprocesses

ofthechild’sdevelopmentratherthanthedevelopedprocessesrevealedinindependentactivity:

‘Theexplorationofcollaborativeactivity(intheZPD)willshedlightonthenatureofthe

learner’scognitivestrategiesandonthosefunctionswhichareabouttodevelop(andwhich

maybepresentincollaborativeorassistedactivity)…itisthroughsuchinformationthatone

canadviseonhowbesttofacilitatethechild’sdevelopment’(Lunt,1993).

• Feuerstein–late1940sand1950sinIsrael.

• DevelopedtheLearningPotentialAssessmentDevice.

• Thetheoryofstructuralcognitivemodifiability.

• Thetheoryofmediatedlearningexperience.


Measures of intellectual functioning

Dynamic Assessment: structural cognitive modifiability

• ‘Modifiability relates essentially to alterations that have occurred in the individual himself,

hispersonalitytraits,his thinkingabilityandcapacity,andhisgeneral levelofcomplexity…

modifiabilityisalsoameaningful,substantialanddurabledeparturefromatrendofdevelopmentthat

hasbeenpredictedonthebasisoftheindividual’straditionallymeasuredlevelofperformance’

(Feuersteinet al.,1988,p.7).

Structural cognitive modifiability (short version)

• Humanbeingsareopensystems,capableofcognitivechangethatwillraisetheirintellectualand

socialfunctioning.Suchchangeispossibleregardlessofage,natureofimpairmentorseverity

ofimpairment.


• Thepotentialforcognitivechangecanbeexploredviatheprovisionofadultorpeermediation

(mediatedlearningexperience).

Dynamic Assessment: mediated learning experience

• ‘Mediatedlearningexperienceisdefinedastheinteractionalprocessbetweenthedeveloping

humanorganismandanexperienced,intentionedadultwho,byinterposinghimselfbetween

the child andexternal sourcesof stimulation, “mediates” theworld to the childby framing,

selecting,focusing,andfeedingbackenvironmentalexperiencesinsuchawayastoproducein

himappropriatelearningsetsandhabits’(Feuersteinet al.,1979,p.71).


Mediated learning experience: eleven components:1. mediationofintentionalityandreciprocity

2. mediationofmeaning

3. mediationoftranscendence

4. mediationoffeelingsofcompetence

5. mediationofregulationandcontrolofbehaviour

6. mediationofsharingbehaviour

7. mediationofindividuationandpsychologicaldifferentiation

8. mediationofgoalseeking,setting,planningandachieving

9. mediationofchallenge

10. mediationofchange

11. mediationofanoptimisticalternative.

Providing mediation through:

• assistingchildrentofocusontaskbyreducingthenumberandcomplexityofvariablesinatask

• providingopportunitiesforchildrentohaverepeatedexposuretoimportantvariablesinorder

tolearn

• providingopportunitiesforchildrentoperceiveandunderstandrelationshipsbetweenprevious

andcurrentexperiences

• providingopportunitiesforchildrentogeneralisetheirexperiences

• supplyinginformationneededtolearnrelationships

• askingquestionsratherthangiveanswers

• guidingchildren’sdeductions

• buildingchildren’sconfidence

• maintainingameta-cognitivefocus.

What do we mean by ‘mediation’?

• DuringDynamicAssessment,helpisprovidedforthechildintheformofclues,promptsand

hints(knownasmediation).

• Sometimesthehelpcaninvolveexplicitdiscussionofproblem-solvingstrategiestoseeifthe

childcanpicktheseupandusethemfurtheronintheassessment.


What kind of questions ‘help’? (When starting a task)

• Whatdoyouhavetodohere?Wherewillyoustart?Whatwillyoudonext?

• Howisthissimilartosomethingyoualreadyknow/havedone?

• Whatdoyouknowaboutthisalready?

• Whatdoyouexpecttofindout?

• Isthereanotherwayyoucoulddothis?

What kind of questions ‘help’? (When finishing a task)

• Isyouranswerright?Doyouneedtochangeit?Doyouneedtoaddmore?

• Whathaveyoulearned?

• Didyouunderstandeverything?Doyouneedtoaskaquestion?

• Whatdidyoulikeanddislikeaboutthetask?

• Whatdidyoufindeasy/difficult?

What kind of questions ‘help’? (During the task)

• Processquestions(thesehelpchildrentopayattentiontotheirownthinking).

° Yes,tellmewhatyoudid?

• Bridging(thishelpsthechildtomakelinksbetweentheirpreviousexperienceandthecurrent

task).

° Howisthissimilartosomethingyoualreadyknow/havedone?

What kind of questions ‘help’?

• Challengingoraskingforjustification.

° Thishelpsthechildtotakeresponsibilityfortheirlearningandnotrelyontheteacherto

tell themthattheyareright.Challengingacorrectanswerhelpschildrentolearnthata

challengedoesn’talwaysmeanthattheiransweriswrong(forexample‘Areyousurethat’s

right?’,‘Howdidyouknow?’).


What else do we mean by ‘mediation’?

• Planning:encouragethechildtoplan:

° ‘nooneplanstofail,theyonlyfailtoplan.’

• Regulation–making thechild less impulsivebyencouraging themto slowdown, stopand

think.

• Self-monitoring–gettingthechildtochecktheiranswers.

• Verbalisation–gettingthechildtotalktheirwaythroughproblems.Thisshowsthemwhere

theyaregoingwrongandencouragesregulation.

• Praiseandencouragement–giving feedback to thechildabout exactlywhat theyaredoing

right.

• Challenge – helping the child to do a slightly harder task each timewithout them feeling

overwhelmedordiscouraged.

• Highlightingchange–pointingouttothechildnewskillstheyhavelearned.

• Scaffolding–graduallybuildingupskills,fromotherregulatedtoself-regulated.Givingless

andlesshelpuntilthechildtakesoverresponsibilityforlearningthetask.

Dynamic Assessment: what is the EP looking for?

• towhatextentthechildcanrespondtohelp

• howthechildresponded

• howthechildwaslearning

• whatkindofthingsdidthechildfinddifficult

• whatkindofhelpandhowmuch/littleproducedthehigherlevelofperformance

• DynamicAssessment:whatistheEPlookingfor?Theoryofcognitivefunctioning(Feuerstein

et al.,1979)

• InputPhase(accurate,throughandpreciseinformationgathering)

• Elaboration Phase (manipulating, applying and implementing this information to solve the

problem)

• OutputPhase(expressingandcommunicatingthesolutionoftheprobleminaclearandcoherent

manner).


What is the EP looking for? (Deficient cognitive functions):

• impulsiveness

• lackofevidenceofaplan

• deficitsinvocabularytolabelinformation

• lackofexploratorybehaviour

• inabilityinconsideringtwosourcesofinformationatonce

• lackofprecisionandaccuracy

• inabilityinrecognitionofincorrectanswers

• lackofspontaneouscomparativebehaviour

• deficitsindefiningtheproblem

• lackofsummativebehaviour

• deficientspatialorientation

• trialanderrorresponses

• inabilitytocommunicateresponsesclearlyandcoherently

• inabilityinjustifyingresponses

• lackofepisodicgraspofreality(transferoflearning).

(Feuerstein etal., 1979)

What is the EP looking for? (Affective/emotional factors):

• anxiety

• fearoffailure

• (lackof )vitalityandawareness

• accessibilitytoassistance

• (lackof )motivation

• (lackof )confidenceincorrectresponses

• (lackof )frustrationtolerance

• distractibility

• locusofcontrol.(Tzuriel etal., 1988)


What could all this tell us?

• Doesthechildperformmuchbetterwithhelp?Whatkindofhelp?

• Isthechild’slearningstyleveryresistanttochange?Orveryamenabletochange?

• Doesthechildimprovesignificantlyonhowtheywereperformingontheirown?

• Ifthechilddoesrespondpositivelytohelpandreachahigherlevelofperformance,canthis

giveanindicationofthekindsofsupportneededtohelpthemreachtheirpotential?

• Whichcognitiveskillsandaffective/emotional factorsappeartoaccountfordifficultieswith

problemsolving?

• Whatinterventionsenhanced(orfailedtoenhance)learning?

• Towhatextentwerenewlyacquiredskillsappliedspontaneouslyinothersituations/tasks?

• Howmucheffortwasrequiredtoinducechange(fromdependenttoindependentlearning)?

• Canweprovidevaluablepracticalclassroomsuggestionsforthoseworkingwiththechild?

Communicating with staff following Dynamic Assessment

• ‘Oneof themajoradvantages I found inDynamicAssessment is thatfinally I canclose the

communicationgapbetweenmeandteachersandothereducationalhelpingagents.Insteadof

talkingwithteachersaboutremoteconceptsthatmainlyconcernpsychologists(e.g.discrepancy

betweenverbalandperformancescales,thepsychologicalmeaningoffiguredrawings),Ican

talkaboutlearningprocesses,behaviourproblemsthatmightaffectlearning,mediationalstyles,

strategiesforeffectivechange,andtheeducationalphilosophythatIbelieveshouldbeadopted

indealingwithlearningproblems’(Tzuriel,1992).


Dynamic assessment part two: moving from theory to practice A guide to using Improving Learning Through Dynamic Assessment: A Practical Classroom Resource for Educational PsychologistsadvantageS of dynamic aSSeSSment (according to ePS) (from deutSch and reynoldS, 2000):

• practicaladviceforteachers(51%)

• positiveforchildandforEP(47%)

• goodalternativetopsychometrics(22%)

• richininformation(21%)

• interactivenature(15%)

• flexibility(9%)

• moreculture-fair(5%).

Advantages of Dynamic Assessment (according to EPs)

• ‘Ithelpswith(orisbetter)withmakingrecommendationsandlinkingtointervention’(39%).

• ‘Itencapsulatesapositiveattitudetowardschildrenwithlearningdifficulties’(32%).

• ‘Itallowsfortheexaminationofcognitiveandmeta-cognitiveskillsandlearningstyles’(29%).

• ‘Itprovidesadditionalinformationtothatofpsychometrictests’(29%).

• ‘Itmakesdemandsonmypsychologicalskills/providesanopportunityforappliedpsychology’

(14%).

Moving from theory to practice

• ‘Unlessthereisgreateremphasisplaceduponinforminginterventionthanonclassificationand

selection,itisunlikelythatmostclinicianswillconsiderDAsufficientlyworthwhiletomove

awayfromexistingassessmentpractices’(Elliott,2000,p.735).

• Realisationthatquantifiablescoreswerenotconsideredhelpfulforplanningintervention.

• Dangerofclassifyingchildrenas‘high’and‘low’learningpotentialbeingviewedas‘high’and

‘low’IQ.

• NeedtomaketheprocessandaimsofDynamicAssessmentclearertoteachersandparentssoas

toincludethemfully(productionofleafletbySouthLanarkshirePsychologicalService).


Improving Learning Through Dynamic Assessment: a practical resource for EPsStagedprocess:Stage1Assessment(checklist)Stage2Feedback(learningprofile)Stage3Intervention(strategies)Stage4Review

Stage 1 - Assessment

• Positivewording–whatchildcandoratherthanwhatcannotdo.

• Tooltobeusedbyassessorattimeofassessment.

• Prioritise3–5factorsthatareimportantforchild’slearning(tobeusedinfeedback).


Checklist of learning principles (cognitive):

• communication

• planning

• comparativebehaviour

• problemdefinition

• efficiency

• recognition

• exploratorybehaviour

• reflectiveness

• justificationofresponse

• spatialawareness

• memory

• transferoflearning

• natureofresponse

• vocabulary.

Checklist of learning principles (affective):

• accessibletoassistance

• frustrationtolerance

• attention

• motivation

• concentration

• presentation

• confidenceincorrectresp.

• taskPerseverance

• flexibility

• vitalityandawareness.


Stage 2 – Feedback

• Feedbacktochildren(promptcards/childfriendlylearningprofile)

° visual

° fun.

• Feedbacktoadults(learningprofile)

° time

° transferability

° practicalresource.

Feedback with children

• Child friendly learningprinciples.

• Child friendly feedbackmethod

° learningprofile

° promptcards.

• Jointworkingwithschool.

Child-friendly learning principles (cognitive)

• Icommunicatemyanswersinaclearway(communication).

• Icanspotwhenthingsarethesameanddifferent(comparativebehaviour).

• Iworkwithoutrushingortakingtoolong(efficiency).

• Itrydifferentwaystosolveproblems(exploratorybehaviour).

• IcanexplainhowIgotmyanswers(justificationofresponse).

• Icanrememberinformation(memory).

• Ichoosemyanswerscarefully(natureofresponse).

• IplanhowIwillsolveaproblem(planning).

• IunderstandwhatIambeingaskedtodointasks(problemdefinition).

• Inoticewhenmyanswersarenotcorrect(recognition).

• Itaketimetothinkaboutmyanswers(reflectiveness).

• Icanunderstandpositionsandknowmyleftsandrights(spatialawareness).

• IcanusewhatIhavelearnedtosolvenewtasks(transferoflearning).

• Iusethecorrectwordstonamethings(vocabulary).


Child-friendly learning principles (affective)

• IaskforhelpwhenIneedit(accessibletoassistance).

• Icankeepmymindonmyworkandnotbeputoff(attention).

• Icanstayinterestedinatask(concentration).

• Isticktomyanswerswhenchallenged(confidenceincorrectresponses).

• IcanchangethewayItrytosolveaproblem(flexibility).

• Igivemyworkatryevenifitlooksdifficult(frustrationtolerance).

• Iwanttodowellinschooltasks(motivation).

• Iamrelaxedandcomfortable(presentation).

• Ikeepgoingwithmyworkevenifit’sdifficult(taskperseverance).

• Iamawakeandreadytolearn(vitalityandawareness).

Examples of child’s learning profile


Examples of prompt cards

Examples of prompt cards


Feedback to adults

1

2

3

Areas that are important for

_________’s learningStrategies to try out

with __________

___________’s Learning Profile


Stage 3 - InterventionBank of StrategieS

• Linkwithlearningprinciples.

• Individuals,groups,wholeclass.

• Classroomtips,teacherresources,activitiesandworksheets.

• Child,teacher,parent,specialistsupportteacherandASN(AdditionalSupportNeeds)auxiliary.

Example of a completed learning profile

• ConsiderthelearningprofileofSean.

• Witheachstepofcompletingthelearningprofile,strategiesandactivitiesarechosenfromthe

BankofStrategiescontainedinSection4.


Sean’s learning profile

1. Reflectiveness

2. Confidence

3. Spatial Orientation

Areas that are important for

Sean’s learning

Strategies to try out with Sean

Sean was impulsive at the beginning of the assessment, but after mediation, was much more reflective and was checking his answers before responding.

Information gathered from the assessment revealed that Sean had very little confidence in himself and approached tasks apprehensively. However, as he achieved sucess on the tasks, and received praise, his confidence grew considerably.

Sean found it difficult to name the positions of the board, and often mixed up left and right. Mediation was provided on working out the correct position of the blocks.

1. Use prompt cards to encourage Sean to think about his answers and how he solves tasks (resource).

2. Introduce activities and discussion around sequences (activity).

1. Focus on Sean’s areas of strength and reinforce these wherever possible (tip).

2. Introduce ‘chat time’ into the classroom (activity and resource).

1. Encourage the use of words that indicate where things are in space i.e. beside, inside, above, behind (tip).

2. Introducing games relating to positioning, orientation and shape recognition i.e. Circle Circles All Around (activity and worksheet).


Bank of strategies – reflectiveness

Whole class / group Individual child activities resources

use meta-cognitive questions at the beginning and end of tasks to encourage reflectiveness

encourage child to talk through problems since this may slow them down while at the same time alerting them to any errors.use individual Prompt card at desk

Picture Sequencing(children asked to think of an event and create afilm strip by drawing thesequence of events)

Prompt cards

Encouraging reflectivenessreSource 1 – metacognitive PromPt cardS

What did i like about this task? do i need to change my answer?

What have i learned from this task?What did i not like about this task?

did i understand the task?how could i do better with the task next time?


Enhancing confidenceactivity – chat time

• Childrenwhohavelowselfconfidencecanfinditdifficulttoinitiateandmaintainaconversation

withpeers.Inthisactivity,‘chatcards’areusedasaprompttoencourageinteractionandbuild

confidence.Theactivitycanbeusedinclassaspartofthedailyroutine,i.e.chattimeorwith

groupsorpairsalongsidecircletimeactivities.

• Somestarter‘chatcards’areprovidedasaresourcebutyoualsomaywanttodevelopyouown.

reSource – chat cardS

Bank of strategies – spatial orientation

Whole class / group Individual child activities resources

investigate shape imprints in sand or other suitable materials, encourage children to make patterns and talk about their patterns using the appropriate language

Work on developingthe use of words todescribe where things are in spacei.e. beside, behind, inside, above

circles, circles all around(children asked to walk around class / school and see how many objects they can identify that are circular or part circular)

Worksheets for circles circles all around

WHAT’S youR FAvouRITE …………?

• film

• dessert

• animal

• game

WHERE DID you go ……….?

• fortheweekend

• lastnight

• foryourbirthday

• game


activity – circles, circles all around

• Inthisactivity,thechildrenareformedintopairsorsmallgroupsandaskedtonoticecirclesin

theenvironmentaroundthem.Thiscanbedoneinschoolorperhapsintheplayground.This

activitybridgesthechildren’sknowledgeofshapefromtheabstracttoreallifecontexts.

• Thisactivitycanbeadaptedtoincludeothershapes.

• Aworksheetisprovidedtoaccompanythisactivity.

Developing Spatial AwarenesscircleS, circleS all around (WorkSheet)

today’s shape is ……………

object (what is it?) Place (where is it?)


Stage 4 – Review

• FlexibleTimeScale(child,school).

• Formal

° reviewmeeting

° reassessment.

• Informal

° consultationwithchild,teacher,

° learningsupport,parent.

• OtherUsesforPack.

• SystemicWorking

° trainingmaterialsforstaff

° grouporwholeclassworkwithchildren.

• VideoWork

° feedbackwithstaff

° feedbackwithchild(whatdidyoudowell?).

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