Systematic Review of Dynamic Assessment in Elementary Inclusive Education
Le, Hang (2021)
Le, Hang
2021
Master's Programme in Teacher Education
Kasvatustieteiden ja kulttuurin tiedekunta - Faculty of Education and Culture
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Hyväksymispäivämäärä
2021-10-11
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:tuni-202110047381
https://urn.fi/URN:NBN:fi:tuni-202110047381
Tiivistelmä
Endeavoring to integrate assessment and teaching, Dynamic Assessment (DA) has been recognized its pivotal role in inclusive education. Previous empirical and non-empirical reviews in this area have not addressed the implications of DA in elementary inclusive education. Consequently, this study aims to provide an overall and comprehensive picture of the applications of DA in elementary inclusive education, evidencing the methodologies and DA tools applied in previous studies, as well as the challenges and recommended solutions to develop DA practice in this area.
To achieve the research’s aims, a systematic literature review was conducted with the results summarized narratively. Twenty-five studies carried out between 2010 and 2021 composed the sample for this review. Different methodologies were employed to conduct studies, in which the majority investigated DA as a sole approach to assess students or as a supplement to other static tests. DA was commonly used to predict students’ special educational needs, future performance, and academic development, and to predict students’ responsiveness in a Response to Intervention (RTI) decision-making process. However, it was rarely applied to guide intervention, inform short and long-term instruction, or develop individual educational planning. This paper also indicated some novel DA applications that was not mentioned in previous reviews. Regarding the assessors, trained research assistants and researchers were reported to carry out this type of assessment in most included studies, using different types of feedback, mediation and assistance techniques during the assessment procedures. This review indicated the scarcity of research on teachers and school psychologists as the examiners of DA in classroom settings. Key challenges when employing DA in elementary inclusive education and recommended solutions for developing its practice were also identified. The review concluded by discussing the contribution of this review to the theory and practice of assessment in inclusive education and offered recommendations for not only future reviews on DA but also future research investigating DA in this field.
To achieve the research’s aims, a systematic literature review was conducted with the results summarized narratively. Twenty-five studies carried out between 2010 and 2021 composed the sample for this review. Different methodologies were employed to conduct studies, in which the majority investigated DA as a sole approach to assess students or as a supplement to other static tests. DA was commonly used to predict students’ special educational needs, future performance, and academic development, and to predict students’ responsiveness in a Response to Intervention (RTI) decision-making process. However, it was rarely applied to guide intervention, inform short and long-term instruction, or develop individual educational planning. This paper also indicated some novel DA applications that was not mentioned in previous reviews. Regarding the assessors, trained research assistants and researchers were reported to carry out this type of assessment in most included studies, using different types of feedback, mediation and assistance techniques during the assessment procedures. This review indicated the scarcity of research on teachers and school psychologists as the examiners of DA in classroom settings. Key challenges when employing DA in elementary inclusive education and recommended solutions for developing its practice were also identified. The review concluded by discussing the contribution of this review to the theory and practice of assessment in inclusive education and offered recommendations for not only future reviews on DA but also future research investigating DA in this field.