Avaliação Assistida:
Fundamentos, Definição, Características e Implicações para a Avaliação Psicológica
Mots-clés :
Avaliação assistida, Avaliação dinâmica, Avaliação cognitiva, Avaliação psicológicaRésumé
Fundamentada na abordagem sócio-construtivista do desenvolvimento cognitivo formulada por Vygotsky
(Vygotsky,1988), particularmente nos conceitos de zona de desenvolvimento proximal e de aprendizagem mediada, tem sido
proposta uma forma de avaliação denominada avaliação assistida ou dinâmica. Esta consiste basicamente em uma modalidade
interativa, que inclui assistência durante o processo de avaliação de habilidades de domínio cognitivo geral ou de domínio de
habilidades específicas. Em um contexto de suporte instrucional, temporário e ajustável ao desempenho do examinando,
verifica-se quão modificável pode ser o desempenho inicial de base a fim de atingir níveis mais altos de funcionamento e revelar
o potencial para a aprendizagem. Devido a essa proposta de avaliação ter implicações importantes para a área de diagnóstico
psicológico infantil, o presente trabalho tem por objetivo apresentar a fundamentação teórica, definição e as principais
características da concepção de avaliação assistida, além de identificar algumas dessas implicações para o diagnóstico
psicológico.
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Références
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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Publié-e
2012-09-20
Comment citer
Linhares, M. B. M. (2012). Avaliação Assistida:: Fundamentos, Definição, Características e Implicações para a Avaliação Psicológica. Psicologia: Teoria E Pesquisa, 11(1). Consulté à l’adresse https://periodicos.unb.br/index.php/revistaptp/article/view/17209
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