Dynamic Assessment for Young Children - Theory and Application (Seminar & 2-day Workshop)

Description

What is Dynamic Assessment (DA)?

Dynamic assessment (DA) refers to an assessment, by an active teaching process, of a child’s perception, learning, thinking, and problem solving. The process is aimed at modifying an individual’s cognitive functioning and observing subsequent changes in learning and problem-solving patterns within the testing situation.

What is the Information We Get from DA?

DA can provide accurate information about the individual's learning ability, specific deficient cognitive functions, change processes, and mediation strategies that are responsible for cognitive modifiability or learning-how-to-learn. DA was found as a much better predictor of children’s future educational performance than static test scores. Research findings support the conception of DA as an effective approach for revealing a “hidden” intellectual potential of special needs students.

Criticism of Standardized Tests

• They are biased towards minority groups and children with special needs and do not reflect their true ability.
• They are characterized many times by selective administration procedures and selective interpretation of results among high- risk children.
• Motivational, emotional, and personality factors are not well taken as in DA which is a holistic approach.
• There is lack of information on learning processes and metacognitive factors affecting academic success
• Very frequently static tests provide inadequate recommendations on specific remediation processes, interventions strategies, and prescriptive teaching.

What are the Goals of DA?

• To examine the capacity of the child to grasp the principle underlying an initial problem presented to the child and solve it correctly.
• • To assess the specific deficient cognitive functions (e.g., impulsivity, lack of systematic exploratory behavior) and the adequate cognitive functions that are responsible for the child's failures and successes, respectively.
• To examine the nature and amount of investment required in order to teach the child a given principle or modify a deficient cognitive function.
• To examine the extent to which the newly acquired principle is successfully applied in solving problems that become progressively more complex than the initial task (i.e., transfer of learning).
• To examine the differential preference of the child for one or another modality of presentation of the problem (i.e., pictorial, linguistic, numerical).
• To examine the differential effects of different training strategies given to the child to improve his/her functioning.

In What Ways DA is Different from Conventional Standardized Testing?

• Goals of Testing
• Change in Nature of the Tasks
• Change in Test Situation
• Change of Focus: From End Products to Process Orientation
• Change in Interpretation of Results

What are the Major Strategies of Mediation in DA?

• Improvement of (deficient) cognitive functions.
• Preparing the child for complex tasks by establishing pre- required thinking behaviors.
• Self-regulation by planning and organization of the solution. Enhancement of reflective, insightful, and analytic processes.
• Teaching of specific contents that are related to the task- specific context.
• Feedback on success or failure in the learning process.
• Development of basic communication skills and adequate response style.

This event is composed of two parts, including a 3-hour Seminar and 2-day workshop. The seminar is titled “Mediated Learning and Cognitive Modifiability. It introduces the theory of Structural Cognitive Modifiability and Mediated Learning Experience and the validation of these theories in studies of mother-child interactions. The effects of dynamic assessment in cognitive education programs will also be presented. The 2-day workshop is titled “Executive Functions (EF): Assessment and Intervention Processes”. It introduces the theoretical foundations of the DA approach and dynamic assessment tests. The participants would have hands-on practice using the tests in the workshop.

The tools are based on the Seria-Think Instrument-Revised (STI-R), the Cognitive Modifiability Battery, the Children's Analogical Thinking Modifiability—Closed Analogies (CATM-CL, a new version developed recently), and two Working Memory tests (Children's Spatial Working Memory, CSWM, test and the Children's Verbal Working Memory, CVWM, test)

Learning Objectives

Seminar:

• The Theory of Structural Cognitive Modifiability (SCM) and Mediated Learning Experience (MLE)
• Different deficient cognitive functions
• Validation of SCM and MLE Theory in Studies of Mother-Child Interaction
• The effects of dynamic assessment in Cognitive Education Programs (Instrumental Enrichment, Peer Mediation with Young Children, Bright Start)

2-day workshop:

• The ways in applying dynamic assessment (DA) in young children (4-7 years old), since early educational decision may affect them in the future
• The theoretical foundations of the DA approach
• Seven dynamic assessment tests for young children, including
• The Children’s Analogical Thinking Modifiability (CATM) Test
• The Children’s Inferential Thinking Modifiability (CITM) Test
• Children’s Seriational Thinking Modifiability (CSTM) Test
• Analogical Modifiability Puzzle Test (AMPT)
• Children’s Conceptual and Perceptual Analogical Modifiability (CCPAM), Closed and Construction Analogies Versions
• The Cognitive Modifiability Battery (CMB): Assessment and Intervention
• The Seria-Think Instrument-Revised

Continuing Professional Development

Hong Kong Institute of Speech Therapists - please refer to Continuing Professional Development Framework (HKIST >>> Continuing Professional Development)

The Continuous Professional Development points to be granted by the professional bodies related to the event participants including speech therapists, psychologists, pediatricians, psychiatrists, social workers, occupational therapists, etc. will be confirmed later.

Biography of Speakers

Professor David Tzuriel is a clinical and educational psychologist who has much expertise and experience on dynamic assessment of learning potential. He has received his BA (Psychology and Education) and MA (Clinical Psychology) degrees at Bar Ilan University. His doctoral studies were with Peabody College of Vanderbilt University (Nashville, Tenn.) in 1977 in Clinical Psychology. Part of his clinical practice was undertaken at the Eastern Pennsylvania Psychiatric Institute (EPPI) in 1976.

He is currently Full Professor and Chairman of the School of Education at Bar Ilan University. He also holds affiliations with International Association for cognitive Education and Psychology (IACEP) being President-elect from 1997-1999 and President from 1999-2001. Professor Tzuriel hold both a teaching and research role at the university, with particular research interests in Dynamic Assessment for Learning Potential; Cognitive Education Programs – Development of Thinking Skills and PeerMediation for Young Children: Effects on Mediation Teaching Style and Cognitive Modifiability, just to name a few.

Professor Tzuriel has published extensively in peer-reviewed journals with over 30 articles on cognitive modifiability; presented at international conferences over 100 times and run over 40 workshops on Dynamic Assessment internationally for over 30 years. He has published books on dynamic assessment, including:

-Haywood, H.C. & Tzuriel, D. (Eds.) (1992). Interactive Assessment, New York: Springer-Verlag.

-Tzuriel, D. (Ed.) (1992). Special issue: Mediated learning experience. Bisdeh Chemed (in Hebrew), Tel-Aviv: Religious Teachers Organization Press.

-Tzuriel, D. (1998). Cognitive modifiability: The dynamic assessment of learning potential (in Hebrew), Tel-Aviv: Sifriat Poalim.

-Tzuriel, D. (Ed.) (1999). Mediated learning experience: Theory, research, and applications (in Hebrew). Haifa: Ach Press, Oranim College, and the International Center for Enhancement of Learning Potential (ICELP).

-Tzuriel, D. (2001). Dynamic assessment of young children, New York: Kluwer Academic/Plenum Press.

-Tzuriel, D. (2004). La valutazione dinamica delle abilita cognitive. (In Italian) Milano: Erickson

-Tzuriel, D. (2021). Mediated Learning and Cognitive Modifiability, Springer International Publishing

Professor Tzuriel has also developed seven dynamic assessment tests and intervention programs based on these tests. The tests are mainly aimed at assessment but also at cognitive intervention for 4-7 years old children in the development of deficient cognitive functions. The tests include :

- The Children's Inferential Thinking Modifiability Test (CITM)

- The Children's Seriational Thinking Modifiability Test (CSTM)

- The Children's Analogical Thinking Modifiability Test (CATM)

- The Cognitive Modifiability Battery (CMB): Assessment and Intervention

- The Seria-Think Instrument

- The Children’s Conceptual and Perceptual Analogical Modifiability (CCPAM) Test--Closed and Construction Analogies

- The Windows Mental Rotation-Dynamic Assessment (WMR-DA)

Interested readers may browse https://faculty.biu.ac.il/~tzuried/CV.html#4 for more information about Professor Tzuriel.

Program Rundown

Seminar Date: 15 Jun 2025 (Sunday)

Workshop Day 1: 16 Jun (MON) / 18 Jun (WED)

Workshop Day 2: 17 Jun (TUE) / 19 Jun (THU)

Terms and Regulations

• All video or audio recordings, or using mobile devices for filming or photography is prohibited during the seminar.
• Contingency Plan in case of Bad Weather: If Typhoon Signal No. 3, Red, or Amber Rainstorm Signal is hoisted, the seminar will be held as scheduled. If Typhoon Signal No.8 or above, or Black Rainstorm Signal remains hoisted by 6:30 am on the event date or other unforeseeable circumstances, the seminar will be switched to Zoom. You will be informed of the Zoom link by email in due course.

Refund & Exchange Policy

• Speech and Hearing Social Enterprise (SHSE) reserves the right to cancel event due to insufficient enrolment in order to ensure the best use of resources. All fees paid will be refunded in accordance with the related procedures.
• For applying for a refund, applicants need to submit the request by e-mail at the latest 7 days before the event day. SHSE will deduct 50% of the registration fee as administrative expenses and refund 50% of the fee to the participants. Refund request raised within 7 days before the event day will not be accepted.
• If SHSE cancel event due to administrative reason, all fees paid will be refunded in accordance with the related procedures.
• Refund would not be granted to participants who cannot attend the event due to personal reason. SHSE shall consider the request on a case-by-case basis for event postponement.
• SHSE reserves the right to amend the event details without prior notice and reserves the final decision on any disputes.