Assisted Assessment:
Foundation, Definition, Attributes and Implications for Psychological Assessment
Keywords:
Assisted assessment, Dynamic assessment, Cognitive assessment, Psychological assessmentAbstract
Based on Vygotsky, social-constructivist approach to cognitive development (Vygotsky, 1988), particularly the concepts of zone of proximal dcvelopment and mediated learning, one modality of assessment called assisted or dynamic
assessment has been proposed. This basically consists of one interactive measure that includes assistance during the evaluation
process of general or specific domain. Within a context of temporary and adjustable instructional support during the evaluation
process, one verifies how mutable the initial basic performance can be to attain higher leveis of functioning and reveal the
potential for learning. Since this proposal of assessment has important implications for the área of child psychological diagnosis,
the purpose of this study is to present the theoretical ground, a definition and the main characteristies of the conception of the
assisted assessment, besides identifying some of the implications for the psychological assessment.
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References
Barton,J.A.(1988).Problem-solvingstrategiesinlearningdisabled
and normal boys: Developmental and instructional effects.
Journal of Educational Psychology, 80, 184-191.
Belmont, J.M. (1989). Cognitive strategies and strategic learning -
The socio-instructional approach. American Psychologist, 44,
142-148.
Beyer, H.O. (1990). O programa de intervenção cognitiva de Reuven
Feuerstein. Psico, 20, 69-71.
Bransford, J.D., Delclos, V.R. , Vye, N.J., Burns, M.S. & Hasselbring,
T.S. (1987). State of art and future directions. Em CS.
Lidz (Orgs.), Dynamic assessment - An interactional approach
to evaluating learning potential (pp. 479- 496). London: Guilford
Press.
Brown, A.L. & Campione, J.C. (1986). Psychological theory and
the study of learning disabilities. American Psychologist, 14,
1059-1068.
Brown, A.L. & Ferrara, R. A. (1985). Diagnosingzonesofproximal
development. Em J.V. Wertsch (Orgs.), Culture communication
and cognition: Vygotskian perspectives (pp. 273-305).
Cambridge: Cambridge University Press.
Budoff, M. (1987). Measures for assessing learning potential. Em
CS. Lidz (Org.), Dynamic assessment - An interactional
approach to evaluating learning potential (pp. 173-195). London:
Guilford Press.
Campione, J.C. (1989). Assisted assessment: A taxonomy of
approaches and an outline of strengths and weaknesses. Journal
of Learning Disabilities, 22, 151-165.
Campione, J.C. & Brown, A.L. (1990). Guided learning and transfer:
Implications for approches to assessment. Em N. Fredericksen,
R. Glasser, A. Lesgold & M.G. Shafto (Orgs.), Diagnostic
monitoring ofskill and knowledge acquisition (pp. 141-172).
New Jersey: Lawrence Erlbaum Associates Publishers.
Campione, J.C, Brown, A.L., Ferrara, R.A., Jones, R.S. & Steinberg,
E. (1985). Breakdowns in flexible use of information:
Intelligence-related differences in transfer folowing equivalent
learning performance. Intelligence, 9, 297-315.
Carlson, J.S. & Wiedl, K.H. (1978). Use of testing - the - limits
procedures in the assessment of intelectual capacibilities in
children with learning difficulties. American Journal of Mental
Deficiency, 82, 559-564.
Courage, M.L. (1989). Children's inquiry strategies in referendai
communication in the game of twenty questions. Child Development,
60, 877-886.
Denney, N.W., Jones, F.W. & Krigel, S.H. (1979). Modifying the
questioning strategies of young children and elderly adults with
strategy-modeling techniques. Human Development, 22, 23-
36.
Ferrara, R.A., Brown, A.L. & Campione, J.C. (1986). Children's
learning and transfer of inductive reasoning rules: Studies of
proximal development. Child Development, 57, 1087-1099.
Feuerstein, R., Rand, Y., Hoffman. M., Hoffman, M. & Miller, R.
(1979). Cognitive modifiability in retarded adolescents: Effects
of instrumental enrichment. American Journal of Mental Deficiency,
83, 539-550.
Feuerstein, R., Rand,Y., Hoffman, M.B. & Miller, R. (1980).
Instrumental Enrichment - An intervention programfor cognitive
modifiability. Illinois: Scott, Foresman and Company.
Feuerstein, R., Rand, Y„ Jensen, M.R., Kaniel, S. & Tzuriel, D.
(1987). Prerequisites to assessment of learning potential: The
LPAD model. Em CS. Lidz (Org.), Dynamic assessment - An
interactional approach to evaluating learning potential (pp.
35-51). London: Guilford Press.
Glutting, J.J. & McDermort, P.A. (1990). Principies and problems
in learning potential. Em CR. Reynolds & R.W. Kamphaus
(Orgs.), Handbook of psychological and educational assessment
of children intelligence and achievement (pp. 296-347).
New York: The Guilford Press.
Goetz, ET., Hall, RJ. & Fetsco, T.G. (1990). Implications of
cognitive psychology for academic skill. Em CR. Reynolds &
R.W. Kamphaus (Orgs.), Handbook of psychological and educational
assessment of children intelligence and achievement
(pp. 477-503). New York: The Guilford Press.
Gott, S.P. (1990). The assisted learning of strategic skills. Em N.
Fredericksen., R. Glasser, A. Lesgold & M.G. Shafto (Orgs.),
Diagnostic monitoring ofskill and knowledge acquisition (pp.
173- 190). New Jersey: Lawrence Erlbaum Associates Publishers.
Hamilton J.L. & Budoff, M. (1974). Learning potential among the
moderately and severely mentally retarded. Mental Retardation,
Aug., 33-36.
Haywood, H.C, Brown, A.L. & Wingefeld, S. (1990). Dynamic
approaches to psychoeducational assessment. School Psychology
Review, 19, 441-422.
Haywood, H.C. & Switsky, H.N. (1986). The maleablity of intelligence:
Cognitive process as a function of polygenic-experintial
interaction. School Psychology Review, 15, 245-255.
Jcnsen, M.R. & Feuerstein, R. (1987). The learning potential assessment
device: From philosophy to practice. Em CS. Lidz
(Org.), Dynamic assessment - An interactional approach to
evaluating learning potential (pp. 379-402). London: Guilford
Press.
Kliegl, R„ Smith, J. & Baltes, P.B. (1989). Testing-the-limits and
the study of adult age differences in cognitive plasticity of a
mnemonic skill. Developmental Psychology, 25, 247-256.
Lidz, CS. (1987a). Historical perspectives. Em CS. Lidz (Org.),
Dynamic assessment - An interactional approach to evaluating
learning potential (pp. 3-34). London: Guilford Press.
Lidz, CS. (1987b). Cognitive deficiences revisited. Em CS. Lidz
(Org.), Dynamic assessment - An interactional approach to
evaluating learning potential (pp. 444-478). London: Guilford
Press.
Lidz, CS. & Thomas, C. (1987). The preschool learning assessment
device: Extension of a static approach. Em: CS. Lidz (Org.),
Dynamic assessment - An interactional approach to evaluating
learning potential (pp. 288-326). London: Guilford Press.
Lindemberg, M.R.F. & Linhares, M.B.M. (1993). Avaliação assistida
de crianças com queixa de dificuldade de aprendizagem
escolar em tarefa de seqüências temporais-lógicas [Resumo].
Em Sociedade Brasileira de Psicologia (Org.), Resumos de
Comunicações Científicas, XXIII Reunião Anual de Psicologia
(p. 145). Ribeirão Preto: SBP.
Lindemberg, M.R.F. & Linhares, M.B.M. (1994). Avaliação assistida
de crianças com queixa de dificuldade de aprendizagem
escolar em tarefa de seqüências temporais-lógicas: análise preliminar.
Psicopedagogia, 13, 30-36.
Linhares, M.B.M. (1991). Avaliação assistida: um procedimento de
observação e análise do desempenho em situação de resolução
de problema. [Resumo]. Em Sociedade de Psicologia de
Ribeirão Preto (Org.), XXI Reunião Anual de Psicologia,
Comunicações Científicas em Psicologia (p. 77). Ribeirão
Preto: SPRP.
Linhares, M.B.M. (1994). Avaliação assistida: eficiência e transferência
de aprendizagem em crianças com queixa de fracasso
escolar. [Resumo]. Em Sociedade Brasileira de Psicologia
(Org). XXIV Reunião Anual de Psicologia, Comunicações
Científicas, (p.283). Ribeirão Preto: SBP.
Lunt, J. (1994). A prática da avaliação. Em H. Daniels (Org.),
Vygotsky em foco: pressupostos e desdobramentos (pp. 219-
252). Campinas: Papirus.
Mearig, J. (1987). Assessing the learning potential of kindergarten
and primary-age children. Em CS. Lidz (Org.), Dynamic assessment
- An interactional approach to evaluating learning
potential (pp. 237-267). London: Guilford Press.
Meyers, J. (1987). The training of dynamic assessors. Em CS. Lidz
(Org.). Dynamic assessment - An interactional approach to
evaluating learning potential (pp. 403-425). London: Guilford
Press.
Meyers, J. & Lytle, S. (1986). Assessment of the learning process.
Exceptional Children, 53, 138-144.
Sewcll, T.E. (1987). Dynamic assessment as a nondiscriminatory.
Em CS. Lidz. Dynamic assessment - An interactional
approach to evaluating learning potential (pp. 426-443). London:
Guilford Press.
Spector, J.E. (1992). Predicting progress in beginning reading:
dynamic assesment of phonemic awareness. Journal of Educational
Psychology, 84, 353-363.
Tzuriel, D. & Klein, P.S. (1987). Assessing the young child: Children^
analogical thinking modifiability. Em CS. Lidz (Org.),
Dynamic assessment - An interactional approach to evaluating
learnig potential (pp. 268-287). London: Guilford Press.
Vye, N.J., Burns, M.S., Delclos, V.R. & Bransford, J.D. (1987). A
comprehensive approach to assessing intellectually handicapped
children. Em CS. Lidz (Org.), Dynamic assessment -
An interactional approach to evaluating learning potential (pp.
327-359). London: Guilford Press.
Vygotsky, L.S. (1988). A formação social da mente - o desenvolvimento
dos processos psicológicos superiores. São Paulo:
Martins Fontes.
Wood, D. & Middleton, D. (1975). A study of assisted problem -
solving. British Journal of Psychology, 66, 131-191.
and normal boys: Developmental and instructional effects.
Journal of Educational Psychology, 80, 184-191.
Belmont, J.M. (1989). Cognitive strategies and strategic learning -
The socio-instructional approach. American Psychologist, 44,
142-148.
Beyer, H.O. (1990). O programa de intervenção cognitiva de Reuven
Feuerstein. Psico, 20, 69-71.
Bransford, J.D., Delclos, V.R. , Vye, N.J., Burns, M.S. & Hasselbring,
T.S. (1987). State of art and future directions. Em CS.
Lidz (Orgs.), Dynamic assessment - An interactional approach
to evaluating learning potential (pp. 479- 496). London: Guilford
Press.
Brown, A.L. & Campione, J.C. (1986). Psychological theory and
the study of learning disabilities. American Psychologist, 14,
1059-1068.
Brown, A.L. & Ferrara, R. A. (1985). Diagnosingzonesofproximal
development. Em J.V. Wertsch (Orgs.), Culture communication
and cognition: Vygotskian perspectives (pp. 273-305).
Cambridge: Cambridge University Press.
Budoff, M. (1987). Measures for assessing learning potential. Em
CS. Lidz (Org.), Dynamic assessment - An interactional
approach to evaluating learning potential (pp. 173-195). London:
Guilford Press.
Campione, J.C. (1989). Assisted assessment: A taxonomy of
approaches and an outline of strengths and weaknesses. Journal
of Learning Disabilities, 22, 151-165.
Campione, J.C. & Brown, A.L. (1990). Guided learning and transfer:
Implications for approches to assessment. Em N. Fredericksen,
R. Glasser, A. Lesgold & M.G. Shafto (Orgs.), Diagnostic
monitoring ofskill and knowledge acquisition (pp. 141-172).
New Jersey: Lawrence Erlbaum Associates Publishers.
Campione, J.C, Brown, A.L., Ferrara, R.A., Jones, R.S. & Steinberg,
E. (1985). Breakdowns in flexible use of information:
Intelligence-related differences in transfer folowing equivalent
learning performance. Intelligence, 9, 297-315.
Carlson, J.S. & Wiedl, K.H. (1978). Use of testing - the - limits
procedures in the assessment of intelectual capacibilities in
children with learning difficulties. American Journal of Mental
Deficiency, 82, 559-564.
Courage, M.L. (1989). Children's inquiry strategies in referendai
communication in the game of twenty questions. Child Development,
60, 877-886.
Denney, N.W., Jones, F.W. & Krigel, S.H. (1979). Modifying the
questioning strategies of young children and elderly adults with
strategy-modeling techniques. Human Development, 22, 23-
36.
Ferrara, R.A., Brown, A.L. & Campione, J.C. (1986). Children's
learning and transfer of inductive reasoning rules: Studies of
proximal development. Child Development, 57, 1087-1099.
Feuerstein, R., Rand, Y., Hoffman. M., Hoffman, M. & Miller, R.
(1979). Cognitive modifiability in retarded adolescents: Effects
of instrumental enrichment. American Journal of Mental Deficiency,
83, 539-550.
Feuerstein, R., Rand,Y., Hoffman, M.B. & Miller, R. (1980).
Instrumental Enrichment - An intervention programfor cognitive
modifiability. Illinois: Scott, Foresman and Company.
Feuerstein, R., Rand, Y„ Jensen, M.R., Kaniel, S. & Tzuriel, D.
(1987). Prerequisites to assessment of learning potential: The
LPAD model. Em CS. Lidz (Org.), Dynamic assessment - An
interactional approach to evaluating learning potential (pp.
35-51). London: Guilford Press.
Glutting, J.J. & McDermort, P.A. (1990). Principies and problems
in learning potential. Em CR. Reynolds & R.W. Kamphaus
(Orgs.), Handbook of psychological and educational assessment
of children intelligence and achievement (pp. 296-347).
New York: The Guilford Press.
Goetz, ET., Hall, RJ. & Fetsco, T.G. (1990). Implications of
cognitive psychology for academic skill. Em CR. Reynolds &
R.W. Kamphaus (Orgs.), Handbook of psychological and educational
assessment of children intelligence and achievement
(pp. 477-503). New York: The Guilford Press.
Gott, S.P. (1990). The assisted learning of strategic skills. Em N.
Fredericksen., R. Glasser, A. Lesgold & M.G. Shafto (Orgs.),
Diagnostic monitoring ofskill and knowledge acquisition (pp.
173- 190). New Jersey: Lawrence Erlbaum Associates Publishers.
Hamilton J.L. & Budoff, M. (1974). Learning potential among the
moderately and severely mentally retarded. Mental Retardation,
Aug., 33-36.
Haywood, H.C, Brown, A.L. & Wingefeld, S. (1990). Dynamic
approaches to psychoeducational assessment. School Psychology
Review, 19, 441-422.
Haywood, H.C. & Switsky, H.N. (1986). The maleablity of intelligence:
Cognitive process as a function of polygenic-experintial
interaction. School Psychology Review, 15, 245-255.
Jcnsen, M.R. & Feuerstein, R. (1987). The learning potential assessment
device: From philosophy to practice. Em CS. Lidz
(Org.), Dynamic assessment - An interactional approach to
evaluating learning potential (pp. 379-402). London: Guilford
Press.
Kliegl, R„ Smith, J. & Baltes, P.B. (1989). Testing-the-limits and
the study of adult age differences in cognitive plasticity of a
mnemonic skill. Developmental Psychology, 25, 247-256.
Lidz, CS. (1987a). Historical perspectives. Em CS. Lidz (Org.),
Dynamic assessment - An interactional approach to evaluating
learning potential (pp. 3-34). London: Guilford Press.
Lidz, CS. (1987b). Cognitive deficiences revisited. Em CS. Lidz
(Org.), Dynamic assessment - An interactional approach to
evaluating learning potential (pp. 444-478). London: Guilford
Press.
Lidz, CS. & Thomas, C. (1987). The preschool learning assessment
device: Extension of a static approach. Em: CS. Lidz (Org.),
Dynamic assessment - An interactional approach to evaluating
learning potential (pp. 288-326). London: Guilford Press.
Lindemberg, M.R.F. & Linhares, M.B.M. (1993). Avaliação assistida
de crianças com queixa de dificuldade de aprendizagem
escolar em tarefa de seqüências temporais-lógicas [Resumo].
Em Sociedade Brasileira de Psicologia (Org.), Resumos de
Comunicações Científicas, XXIII Reunião Anual de Psicologia
(p. 145). Ribeirão Preto: SBP.
Lindemberg, M.R.F. & Linhares, M.B.M. (1994). Avaliação assistida
de crianças com queixa de dificuldade de aprendizagem
escolar em tarefa de seqüências temporais-lógicas: análise preliminar.
Psicopedagogia, 13, 30-36.
Linhares, M.B.M. (1991). Avaliação assistida: um procedimento de
observação e análise do desempenho em situação de resolução
de problema. [Resumo]. Em Sociedade de Psicologia de
Ribeirão Preto (Org.), XXI Reunião Anual de Psicologia,
Comunicações Científicas em Psicologia (p. 77). Ribeirão
Preto: SPRP.
Linhares, M.B.M. (1994). Avaliação assistida: eficiência e transferência
de aprendizagem em crianças com queixa de fracasso
escolar. [Resumo]. Em Sociedade Brasileira de Psicologia
(Org). XXIV Reunião Anual de Psicologia, Comunicações
Científicas, (p.283). Ribeirão Preto: SBP.
Lunt, J. (1994). A prática da avaliação. Em H. Daniels (Org.),
Vygotsky em foco: pressupostos e desdobramentos (pp. 219-
252). Campinas: Papirus.
Mearig, J. (1987). Assessing the learning potential of kindergarten
and primary-age children. Em CS. Lidz (Org.), Dynamic assessment
- An interactional approach to evaluating learning
potential (pp. 237-267). London: Guilford Press.
Meyers, J. (1987). The training of dynamic assessors. Em CS. Lidz
(Org.). Dynamic assessment - An interactional approach to
evaluating learning potential (pp. 403-425). London: Guilford
Press.
Meyers, J. & Lytle, S. (1986). Assessment of the learning process.
Exceptional Children, 53, 138-144.
Sewcll, T.E. (1987). Dynamic assessment as a nondiscriminatory.
Em CS. Lidz. Dynamic assessment - An interactional
approach to evaluating learning potential (pp. 426-443). London:
Guilford Press.
Spector, J.E. (1992). Predicting progress in beginning reading:
dynamic assesment of phonemic awareness. Journal of Educational
Psychology, 84, 353-363.
Tzuriel, D. & Klein, P.S. (1987). Assessing the young child: Children^
analogical thinking modifiability. Em CS. Lidz (Org.),
Dynamic assessment - An interactional approach to evaluating
learnig potential (pp. 268-287). London: Guilford Press.
Vye, N.J., Burns, M.S., Delclos, V.R. & Bransford, J.D. (1987). A
comprehensive approach to assessing intellectually handicapped
children. Em CS. Lidz (Org.), Dynamic assessment -
An interactional approach to evaluating learning potential (pp.
327-359). London: Guilford Press.
Vygotsky, L.S. (1988). A formação social da mente - o desenvolvimento
dos processos psicológicos superiores. São Paulo:
Martins Fontes.
Wood, D. & Middleton, D. (1975). A study of assisted problem -
solving. British Journal of Psychology, 66, 131-191.
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Published
2012-09-20
How to Cite
Linhares, M. B. M. (2012). Assisted Assessment:: Foundation, Definition, Attributes and Implications for Psychological Assessment. Psicologia: Teoria E Pesquisa, 11(1). Retrieved from https://periodicos.unb.br/index.php/revistaptp/article/view/17209
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