Dynamic assessment : a practical strategy for school educators

[摘要] ENGLISH SUMMARY: Post-apartheid South Africa has seen a shift to process-centred, outcomesbased(OBE) education. Inherent in this shift and in the democratisation ofthe education system, has been a move to holistic, learner-centred andinclusive education. The successful implementation of a 'new' educationsystem will require a major paradigm shift in educators' methodology,especially with regard to how educators assess learners within this processcentred,OBE approach.The concept of dynamic assessment is especially relevant in the shift to OBE.The dynamic assessment strategy proposed by this researcher is based onFeuerstein's theoretical design. Implicit in the theory are the concepts of.,structured cognitive modifiability (SCM) and the mediated learning experience(MLE).SCM is based on the assumption that human beings have the capacity tomodify their cognitive functions and adapt to life's changing demands. Theyare thus open systems which are amenable to cognitive changes. Structuralchanges are pervasive and determine cognitive function in a broad series ofmental activities. Feuerstein has suggested a list of deficient cognitivefunctions at the input, elaboration and output phases of the mental act. Theseserve as guidelines for observational and mediational efforts. Theidentification of the deficient cognitive function, the level of modifiability andthe mediation required to change them are considered to be of vitalimportance to predicting future learning. This basic assumption shifts theresponsibility for a person's modifiability from that individual to the mediator orexaminer. For this reason, cognitive modifiability is best explained by theMLE theory.MLE refers to an interactional process in which adults interpose themselvesbetween the leamer/child and his or her world and help him or her to makemeaning of that world. For the purposes of this study project it was vital thatthe educators be trained to use the MLE criteria in their interactions. The literature study was followed by a pilot study, which was carried out inorder to refine and contextualise the theoretical framework underpinning thestrategy. The results of this pilot study led to further refinements of theproposed strategy which developed into the practical dynamic assessmentstrategy. (See Chapter 4.) The prototype of the dynamic assessmentstrategy contains training in both the needs and relevance of the strategywithin the South African context, the theoretical foundations which underpin it,and strategies for its successful implementation. It requires approximatelyfour hours of intensive training.The results of the research reflected that an overwhelming majority of theeducators became more learner-centred and self-reflective, and hadinternalised and integrated the criteria of MLE. They found the strategy to bepractical and implementable.It is preCisely strategies like this which are now needed in South Africa'seducational transition. Without the necessary pre- and in-service training, thevision and principles of aBE could remain an idealistic dream, as opposed toan implemented and working reality.

[发布机构] Stellenbosch University