Dynamic Assessment, Intelligence and

Dynamic Assessment, Intelligence and Measurement paves the way for the development of dynamic assessment by applying this unique approach to the assessment of human potential. Explores the relationship that dynamic assessment shares with intelligence and measurement Outlines a new approach to the assessment of human intelligence while remaining rooted within the scientific realm of psychology Fuses philosophy, science methodology, and meta-theory to offer an innovative framework for the assessment of models and theories, dynamic assessment, intelligence, measurement theory, and statistical significance testing Provides the theoretical underpinnings that can lead to a new way forward for the 'movement' of dynamic assessment

Raegan Murphy is Lecturer in Applied Psychology at University College Cork, Ireland. She is a chartered Psychologist with the British Psychological Society. Her publications have appeared in the South African Journal of Psychology, The Journal of Cognitive Education and Psychology, and The Irish Journal of Psychology.

About the Author	p. ix
List of Figures	p. x
List of Tables	p. xii
Preface	p. xiii
Abbreviations	p. xv
Introducing Dynamic Assessment and Intelligence	p. 1
Introduction	p. 1
Chapter Guide	p. 1
Contextualization	p. 2
History of Dynamic Assessment	p. 3
Various Strands of Origin	p. 4
Dynamic Assessment: Fundamentals	p. 8
Intelligence	p. 17
Measurement	p. 22
Chapter Summary	p. 26
A Glance at the Rest of the Book	p. 26
Theory and Meta-Theory within Psychology	p. 28
Chapter Guide	p. 28
Science	p. 28
Social Science	p. 33
Psychology	p. 40
Theory Appraisal	p. 50
K. B. Madsen	p. 62
Madsen's Overarching Framework: Systematology - A Comparative Meta-Theoretical Taxonomy	p. 66
Chapter Summary	p. 74
The Fundamentals of Assessment: Prime Considerations	p. 77
Chapter Guide	p. 77
Mathematical Foundation	p. 77
Statistical Foundation	p. 89
Measurement Foundation	p. 105
Integrating Madsen û Attenuating the Framework	p. 141
Chapter Summary	p. 142
Dynamic Assessment and Intelligence: Exploring a Meta-Theoretical Framework	p. 146
Chapter Guide	p. 146
The LLT and the ACIL: Diagnostic Programmes	p. 149
Assessing the Learning Potential for Inductive Reasoning (LIR) in Young Children	p. 156
Dynamic Assessment for Students with Learning Disabilities	p. 161
A Model for Dynamically Assessing Intelligence: Differences in Feedback	p. 166
Dynamic Assessment of the Level of Internalization of Elementary Schoolchildren's Problem-Solving Activity	p. 176
The Learning Potential Test for Ethnic Minorities (LEM)	p. 181
The Swanson-Cognitive Processing Test	p. 183
Feuerstein's Learning Propensity Assessment Device	p. 191
The Assessment of Learning Potential: the EPA Instrument	p. 200
Application of Cognitive Functions Scale (ACFS)	p. 205
Analogical Reasoning Learning Test (ARLT)	p. 215
The Mindladder Model: Using Dynamic Assessment to Help Students Learn to Assemble and Use Knowledge	p. 220
The Cognitive Modifiability Battery	p. 227
Chapter Summary	p. 234
Where to from Here?	p. 236
Chapter Guide	p. 236
Chapter Summary	p. 238
References	p. 241
Index	p. 274
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Dynamic Assessment, Intelligence and Measurement

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Table of Contents

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