What, Why, and How of Dynamic Assessment: Using Dynamic Assessment in Schools for Response to Intervention

• In Event: Teaching on Assessment: Implications for Preparing Teachers

Abstract

A conventional way to assess students’ achievement is to measure one’s independent performance as a final learned product; thus, summative, and static in nature. However, this static method does not inform what a student will be able to do in the near future, nor does it reflect the process of learning. An alternative to static assessment is dynamic assessment (DA). DA refers to a collection of assessment procedures that captures the dynamic learning process by incorporating instruction within a testing procedure (Lidz, 1987; Grigorenko & Sternberg, 1998). Instruction embedded in DA creates the zone of proximal development (ZPD) providing learning opportunities to the student (assessment as learning) within the ZPD. Then, the teacher can carefully observe and document the student’s learning process (assessment of learning). This information allows the teacher to make judgments on how the student will do in the near future as well as informs teachers’ instructional decisions. Thus, DA serves diagnostic and formative functions.

In particular, DA has utility in school settings where a response-to-intervention (RTI) model is implemented. Response to intervention (RTI) is a framework for integrating intervention and assessment to prevent learning difficulties and for early identification of students with learning disabilities (Fuchs, & Fuchs, 2006; Fletcher & Vaughn, 2009; Fuchs & Vaughn, 2012). RTI is a (a) multi-tiered instructional system that typically consists of three tiers with increasing level of intensity (Tier 1: general education; Tier 2: targeted small group instruction; Tier 3: intensive individualized intervention), (b) utilizes universal screening for identifying students at risk for academic failure, (c) provides progress monitoring to document students’ response to instruction, and (e) placement decisions across the instructional tiers and instructional decisions are based on assessment data.
DA and RTI are conceptually similar (Grigorenko, 2009; Liz & Pena, 2009; Wagner & Compton, 2011). First, both RTI and DA were developed in response to the inadequacy of existing assessment methods to identify children as low achieving or of low ability (Grigorenko, 2009). Second, RTI and DA view instruction and assessment as a united entity. RTI integrates assessment into instruction while DA integrates instruction into assessment (Grigorenko, 2009). Third, RTI and DA are both concerned with students’ responsiveness to instruction (Lidz & Peña, 2009). Practically, DA can help teachers to make accurate placement decisions in the RTI process, where students at risk are initially identified based on a universal screener, and their response to instruction is further examined with DA to determine placements in Tier 2 or Tier 3. Also, it can be used as part of the formative assessment process for special education teachers can use as they develop instructional goals in the specific target area.
In this presentation, we will first provide a brief overview of DA in comparison to static assessments. Then, we will describe DA and RTI with illustration on how teachers can use DA in various RTI process. Finally, we will present several empirical reports providing evidence of DA’s suggested use.

Authors

• Eunsoo Cho, Michigan State University

• Cynde Katherine Josol, Michigan State University