<abstract xmlns="http://www.w3.org/1999/xhtml"><p> This paper proposes a new method of idiographic measurement for dynamic assessment (DA) intervention. There are two main methods of measurement for DA intervention; split -half tests and integrated scoring systems. Split-half tests of ability have proved useful from a research perspective. Integrated scoring systems coupled with case studies are useful from a practitioner perspective. The purpose of this research is to bridge the gap between research and practice by developing a methodology that is compatible with both. To this end the paper proposes a measureable idiographic method of measurement, which utilises multi-dimensional scaling (MDS) and general procrustean analysis (GPA) to analyse the result of card-sort data gathered from a learner across the entire intervention. This approach provides a method of assessment, which is both compatible with individual intervention and suited to building a body of evidence-based research for DA. An example of the method in practice is given for illustrative purposes. The initial results suggest that this approach provides a methodology that satisfies the requirements of both practitioners when formulating targeted intervention and researchers who require methods of measurement of change in ability of the individual over time.</p></abstract>

This paper proposes a new method of idiographic measurement for dynamic assessment (DA) intervention. There are two main methods of measurement for DA intervention; split -half tests and integrated scoring systems. Split-half tests of ability have proved useful from a research perspective. Integrated scoring systems coupled with case studies are useful from a practitioner perspective. The purpose of this research is to bridge the gap between research and practice by developing a methodology that is compatible with both. To this end the paper proposes a measureable idiographic method of measurement, which utilises multi-dimensional scaling (MDS) and general procrustean analysis (GPA) to analyse the result of card-sort data gathered from a learner across the entire intervention. This approach provides a method of assessment, which is both compatible with individual intervention and suited to building a body of evidence-based research for DA. An example of the method in practice is given for illustrative purposes. The initial results suggest that this approach provides a methodology that satisfies the requirements of both practitioners when formulating targeted intervention and researchers who require methods of measurement of change in ability of the individual over time.

The development of a new method of idiographic measurement for dynamic assessment intervention

University College Cork College of Arts, Celtic Studies and Social Sciences School of Applied Psychology Cork Enterprise Centre, North Mall University College Cork Cork Ireland

Journal of Pedagogy

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

This paper proposes a new method of idiographic measurement for dynamic assessment (DA) intervention. There are two main methods of measurement for DA...

The development of a new method of idiographic measurement for dynamic assessment intervention

Publié en ligne: 24 juil. 2015

Pages: 43 - 60

DOI: https://doi.org/10.1515/jped-2015-0003

© by Emma Hurley

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.