Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/6793
Title: Defining students' instructional needs in numeration using dynamic assessment
Contributor(s): Berman, Jeanette  (author)orcid ; Graham, Lorraine (author); Redden, Ted  (author)
Publication Date: 2003
Handle Link: https://hdl.handle.net/1959.11/6793
Abstract: Many applications of 'dynamic assessment' have been developed and all approaches subscribe to the idea that "if you wish to understand how a child learns, it is best to engage the child in the learning process" (Lidz, 1997, p.281). Within a school psychology practice, teaching can be incorporated into a clinical assessment procedure so that the effect of teaching can be examined (Fleischner, 1994) as well as the learning of the student. The study involved the development and implementation of a school mathematics dynamic assessment procedure for use by school psychologists. The information derived from conventional as well as from dynamic assessment were compared in terms of their ability to inform instruction. Conventional assessments produced lists of skills to be taught. Alternatively, the dynamic assessment approach defined concepts, intensity and type of instruction needed, and focused on specific aspects of student functioning. The ability of dynamic assessment to provide rich information about student learning was confirmed in this study. The research aimed to be illuminatory, rather than totally generalisable (Gerber, Williams & Biilmann, 1995). It shed light on how dynamic assessment can contribute to school mathematical learning. Curriculum-based dynamic assessment provides a framework for a clearly focused lens on school mathematical learning by school psychologists. It can provide explanations as well as descriptions of achievement. The dynamic assessment procedure produced extensive information about student learning that was not available from conventional procedures, and which better supported the definition of instructional needs of individual students.
Publication Type: Conference Publication
Conference Details: PME 27/PME-NA 25: 27th Annual Conference of the International Group for the Psychology of Mathematics Education and 25th Annual Meeting of the North American Chapter of the Psychology of Mathematics Education, Hawaii, United States of America, 1st July, 2003
Source of Publication: Proceedings of the 2003 Joint Meeting of PME and PMENA, p. 204-204
Publisher: College of Education, University of Hawaii
Place of Publication: Hawaii, United States of America
Fields of Research (FoR) 2008: 130309 Learning Sciences
130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio-Economic Objective (SEO) 2008: 930202 Teacher and Instructor Development
930102 Learner and Learning Processes
HERDC Category Description: E3 Extract of Scholarly Conference Publication
Publisher/associated links: http://trove.nla.gov.au/work/31795256
http://igpme.org/view.asp?pg=conferences&str=con_past
Series Name: Proceedings of the PME Conference
Series Number : 27
Appears in Collections:Conference Publication
School of Education

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