Кіріспе
Білім беруді бағалау түрі
Dynamic assessment is a kind of interactive assessment used in education and the helping professions. Dynamic assessment is a product of the research conducted by developmental psychologist Lev Vygotsky. It identifies
Constructs that a student has mastered (the Zone of Actual Development)
Constructs that a student is currently able to understand or tasks a student can do with scaffolding (the Zone of Proximal Development). Constructs that a student cannot do at all
The dynamic assessment procedure accounts is highly interactive and process oriented It has become popular among educators, psychologists, and speech and language pathologists. It is an alternative to the wide range of mastery based measurements, although the cost has historically been prohibitive for wide scale adoption. To give a concrete example, consider an assessment asking children asked to solve a problem involving the area of a circle:
A child who has not encountered the concept of an area or of multiplication yet will not be able to solve the problem, with or without scaffolds and support. (no development)
A child who, for example, understands the underlying concepts involved, but has not seen or has forgotten the equation A=πr² may be able to solve the problem with the help of a formula sheet, of a similar worked example, or of an illustration showing how to compute this area. (ZPD)
A child who is able to solve the problem, but made a mistake and couldn't independently catch the error might be able to solve the problem if the error is pointed out, or if they are at least aware they made an error. (ZPD)
A child who has mastered this concept will be able to solve this problem unaided. (ZAD/mastery)
Traditional assessment would identify the last child as solving the problem correctly, while the children with mistakes or no answers would receive no credit. A dynamic assessment would place the children in three different categories: those who cannot solve the problem, those who can with help, and those who can independently. Vygotsky's theory is that a measurement of the outer limit of the ZPD is a more accurate measure of children's development than a measure of the outer limit of the ZAD, since concepts in the ZPD move into the ZAD within a few years.
Динамикалық бағалау – білім беру және көмекші мамандықтарда қолданылатын интерактивті бағалау түрі. Динамикалық бағалау – даму психологы Лев Выготский жүргізген зерттеулердің нәтижесі. Ол оқушының меңгерген құрылымдарын (Нақты даму аймағы) анықтайды, сондай-ақ оқушының қазіргі уақытта түсінуге қабілетті құрылымдарын немесе оқушының қолдаумен орындай алатын тапсырмаларын (Жақын даму аймағы) анықтайды. Оқушының мүлдем орындай алмайтын құрылымдарын да анықтайды.
Dynamic assessment is a kind of interactive assessment used in education and the helping professions. Dynamic assessment is a product of the research conducted by developmental psychologist Lev Vygotsky. It identifies
Constructs that a student has mastered (the Zone of Actual Development)
Constructs that a student is currently able to understand or tasks a student can do with scaffolding (the Zone of Proximal Development). Constructs that a student cannot do at all
The dynamic assessment procedure accounts is highly interactive and process oriented It has become popular among educators, psychologists, and speech and language pathologists. It is an alternative to the wide range of mastery based measurements, although the cost has historically been prohibitive for wide scale adoption. To give a concrete example, consider an assessment asking children asked to solve a problem involving the area of a circle:
A child who has not encountered the concept of an area or of multiplication yet will not be able to solve the problem, with or without scaffolds and support. (no development)
A child who, for example, understands the underlying concepts involved, but has not seen or has forgotten the equation A=πr² may be able to solve the problem with the help of a formula sheet, of a similar worked example, or of an illustration showing how to compute this area. (ZPD)
A child who is able to solve the problem, but made a mistake and couldn't independently catch the error might be able to solve the problem if the error is pointed out, or if they are at least aware they made an error. (ZPD)
A child who has mastered this concept will be able to solve this problem unaided. (ZAD/mastery)
Traditional assessment would identify the last child as solving the problem correctly, while the children with mistakes or no answers would receive no credit. A dynamic assessment would place the children in three different categories: those who cannot solve the problem, those who can with help, and those who can independently. Vygotsky's theory is that a measurement of the outer limit of the ZPD is a more accurate measure of children's development than a measure of the outer limit of the ZAD, since concepts in the ZPD move into the ZAD within a few years.
Динамикалық бағалау процедурасы жоғары интерактивті және процеске бағытталған. Ол педагогтар, психологтар және тілдік патологтар арасында кең таралған. Бұл – нәтижеге негізделген өлшемдердің кең ауқымына балама, бірақ кең ауқымды қолдану үшін құны тарихи түрде тыйым салады. Нақты мысал ретінде, балалардан шеңбердің ауданын есептеуді сұрайтын бағалауды қарастырайық:
Dynamic assessment is a kind of interactive assessment used in education and the helping professions. Dynamic assessment is a product of the research conducted by developmental psychologist Lev Vygotsky. It identifies
Constructs that a student has mastered (the Zone of Actual Development)
Constructs that a student is currently able to understand or tasks a student can do with scaffolding (the Zone of Proximal Development). Constructs that a student cannot do at all
The dynamic assessment procedure accounts is highly interactive and process oriented It has become popular among educators, psychologists, and speech and language pathologists. It is an alternative to the wide range of mastery based measurements, although the cost has historically been prohibitive for wide scale adoption. To give a concrete example, consider an assessment asking children asked to solve a problem involving the area of a circle:
A child who has not encountered the concept of an area or of multiplication yet will not be able to solve the problem, with or without scaffolds and support. (no development)
A child who, for example, understands the underlying concepts involved, but has not seen or has forgotten the equation A=πr² may be able to solve the problem with the help of a formula sheet, of a similar worked example, or of an illustration showing how to compute this area. (ZPD)
A child who is able to solve the problem, but made a mistake and couldn't independently catch the error might be able to solve the problem if the error is pointed out, or if they are at least aware they made an error. (ZPD)
A child who has mastered this concept will be able to solve this problem unaided. (ZAD/mastery)
Traditional assessment would identify the last child as solving the problem correctly, while the children with mistakes or no answers would receive no credit. A dynamic assessment would place the children in three different categories: those who cannot solve the problem, those who can with help, and those who can independently. Vygotsky's theory is that a measurement of the outer limit of the ZPD is a more accurate measure of children's development than a measure of the outer limit of the ZAD, since concepts in the ZPD move into the ZAD within a few years.
Ауданы немесе көбейту ұғымымен әлі таныспаған бала, қолдаусыз немесе көмек көрсетілмесе, мәселені шеше алмайды. (даму жоқ)
Мысалы, негізгі ұғымдарды түсінген, бірақ A=πr² теңдеуін көрмеген немесе ұмытып кеткен бала, формула парағының, ұқсас шешілген мысалдың немесе осы ауданды есептеу жолын көрсететін суреттің көмегімен мәселені шеше алады. (ЖДА)
Мәселені шеше алатын, бірақ қателік жасаған және қателікті өздігінен байқамаған бала, егер қателік көрсетілсе немесе кем дегенде қателік жасағанын білсе, мәселені шеше алады. (ЖДА)
Бұл ұғымды меңгерген бала мәселені өздігінен шеше алады. (НАД/меңгерген)
Dynamic assessment is a kind of interactive assessment used in education and the helping professions. Dynamic assessment is a product of the research conducted by developmental psychologist Lev Vygotsky. It identifies
Constructs that a student has mastered (the Zone of Actual Development)
Constructs that a student is currently able to understand or tasks a student can do with scaffolding (the Zone of Proximal Development). Constructs that a student cannot do at all
The dynamic assessment procedure accounts is highly interactive and process oriented It has become popular among educators, psychologists, and speech and language pathologists. It is an alternative to the wide range of mastery based measurements, although the cost has historically been prohibitive for wide scale adoption. To give a concrete example, consider an assessment asking children asked to solve a problem involving the area of a circle:
A child who has not encountered the concept of an area or of multiplication yet will not be able to solve the problem, with or without scaffolds and support. (no development)
A child who, for example, understands the underlying concepts involved, but has not seen or has forgotten the equation A=πr² may be able to solve the problem with the help of a formula sheet, of a similar worked example, or of an illustration showing how to compute this area. (ZPD)
A child who is able to solve the problem, but made a mistake and couldn't independently catch the error might be able to solve the problem if the error is pointed out, or if they are at least aware they made an error. (ZPD)
A child who has mastered this concept will be able to solve this problem unaided. (ZAD/mastery)
Traditional assessment would identify the last child as solving the problem correctly, while the children with mistakes or no answers would receive no credit. A dynamic assessment would place the children in three different categories: those who cannot solve the problem, those who can with help, and those who can independently. Vygotsky's theory is that a measurement of the outer limit of the ZPD is a more accurate measure of children's development than a measure of the outer limit of the ZAD, since concepts in the ZPD move into the ZAD within a few years.
Дәстүрлі бағалау соңғы баланы мәселені дұрыс шешкен деп анықтайды, ал қатесі бар немесе жауап бермеген балалар ешқандай баға алмайды. Динамикалық бағалау балаларды үш түрлі санатқа бөледі: мәселені шеше алмайтындар, көмекпен шеше алатындар және өздігінен шеше алатындар. Выготскийдің теориясы бойынша, ЖДА-ның сыртқы шегінің өлшемі, НАД-ның сыртқы шегінің өлшеміне қарағанда балалардың дамуын бағалаудың дәлірек тәсілі болып табылады, өйткені ЖДА-дағы ұғымдар бірнеше жыл ішінде НАД-ға көшеді.
Dynamic assessment is a kind of interactive assessment used in education and the helping professions. Dynamic assessment is a product of the research conducted by developmental psychologist Lev Vygotsky. It identifies
Constructs that a student has mastered (the Zone of Actual Development)
Constructs that a student is currently able to understand or tasks a student can do with scaffolding (the Zone of Proximal Development). Constructs that a student cannot do at all
The dynamic assessment procedure accounts is highly interactive and process oriented It has become popular among educators, psychologists, and speech and language pathologists. It is an alternative to the wide range of mastery based measurements, although the cost has historically been prohibitive for wide scale adoption. To give a concrete example, consider an assessment asking children asked to solve a problem involving the area of a circle:
A child who has not encountered the concept of an area or of multiplication yet will not be able to solve the problem, with or without scaffolds and support. (no development)
A child who, for example, understands the underlying concepts involved, but has not seen or has forgotten the equation A=πr² may be able to solve the problem with the help of a formula sheet, of a similar worked example, or of an illustration showing how to compute this area. (ZPD)
A child who is able to solve the problem, but made a mistake and couldn't independently catch the error might be able to solve the problem if the error is pointed out, or if they are at least aware they made an error. (ZPD)
A child who has mastered this concept will be able to solve this problem unaided. (ZAD/mastery)
Traditional assessment would identify the last child as solving the problem correctly, while the children with mistakes or no answers would receive no credit. A dynamic assessment would place the children in three different categories: those who cannot solve the problem, those who can with help, and those who can independently. Vygotsky's theory is that a measurement of the outer limit of the ZPD is a more accurate measure of children's development than a measure of the outer limit of the ZAD, since concepts in the ZPD move into the ZAD within a few years.
Тарих және теория
Виготскийдің 1933 жылғы жақын даму аймағы туралы ұғымы, баланың тәуелсіз проблемаларды шешуінен гөрі, орташа көмекпен проблемаларды шешу арқылы дамуды өлшеу туралы ұсынысының негізі болды. Әлеуетті деңгей мен нақты даму деңгейі арасындағы айырма жақын даму аймағын көрсетеді. Бұл екі көрсеткіштің үйлесімі, дамудың нақты деңгейін ғана бағалауға қарағанда психологиялық даму туралы толымды ақпарат береді. Даму аймағы туралы идеялар кейіннен көптеген психологиялық және педагогикалық теориялар мен тәжірибелерде дамыды. Ең әйгілісі – оқылым және даму әлеуетін бағалауға бағытталған динамикалық бағалау (мысалы, Х. Карл Хейвуд және Реувен Фейерштейннің еңбектерінде). Динамикалық бағалау Джозеф Кампионе, Энн Браун және Джон Д. Брансфордтың когнитивтік даму теориясының жаңа редакцияларында, сондай-ақ Говард Гарднер мен Роберт Стернбергтің көптік интеллект теорияларында да қолдау тапты.
Іс жүзінде
Динамикалық бағалау – психологиялық немесе психологиялық-педагогикалық бағалаудың интерактивті тәсілі, ол бағалау процесіне араласуды кіріктіреді. Мысалы, алдымен тестілеу, содан кейін араласу, және одан соң қайта тестілеу жүргізілуі мүмкін. Бұл бағалаушыға клиенттің немесе оқушының араласуға жауабын анықтауға және оқушыларды проблеманы өздігінен, араласу көмегімен немесе мүлдем шеше алмайтын топтарға бөлуге мүмкіндік береді. Динамикалық бағалаудың мазмұны әртүрлі болатын көптеген процедуралары бар. Динамикалық бағалауға екі негізгі тәсіл бар: интеракционистік және интервенционистік тәсілдер. Интервенционистік тәсіл екі форматта іске асырылады: «сэндвич» және «торт» форматтары.