The Predictive Validity of Dynamic Assessment: A Review

Autor/inn/en	Caffrey, Erin; Fuchs, Douglas; Fuchs, Lynn S.
Titel	The Predictive Validity of Dynamic Assessment: A Review
Quelle	In: Journal of Special Education, 41 (2008) 4, S.254-270 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466907310366
Schlagwörter	Student Evaluation; Predictive Validity; Norm Referenced Tests; Criterion Referenced Tests; Program Effectiveness; Correlation; Qualitative Research; Disabilities; Feedback (Response); Evaluation Methods + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Korrelation; Qualitative Forschung; Handicap; Behinderung
Abstract	The authors report on a mixed-methods review of 24 studies that explores the predictive validity of dynamic assessment (DA). For 15 of the studies, they conducted quantitative analyses using Pearson's correlation coefficients. They descriptively examined the remaining studies to determine if their results were consistent with findings from the group of 15. The authors implemented analyses in five phases: They compared the predictive validity of traditional tests and DA, compared two forms of DA, examined the predictive validity of DA by student population, investigated various outcome measures to determine whether they mediate DA's predictive validity, and assessed the value added of DA over traditional testing. Results indicated superior predictive validity for DA when feedback is not contingent on student response, when applied to students with disabilities rather than at-risk or typically achieving students, and when independent DA and criterion-referenced tests were used as outcomes instead of norm-referenced tests and teacher judgment. (Contains 2 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10