DYNAMICDEVELOPMENTALASSESSMENTVIEWED發(fā)展的評(píng)價(jià)是動(dòng)態(tài)的

DYNAMIC“DEVELOPMENTAL〞ASSESSMENTVIEWEDMETATHEORETICALLYTHROUGHTHEZONESOFPOTENTIALDEVELOPMENT(ZsPD)

Dorothy(Dot)Robbins

ISCAR2021

THISPRESENTATIONWILLBEGINWITHTRADITIONALVIEWSOFDYNAMICASSESSMENT,WHICHISALARGESTEPFORWARDINTHINKING.AND,INDEED,TRADITIONALTESTINGWITHINADYNAMICAPPROACHISNECESSARY.ITSHOULDBESTATEDTHATPSYCHOMETRICTESTINGISALSOIMPORTANT.HOWEVER,THEQUESTIONARISESREGARDINGTHE“POST-TEST〞WITHINDA.FROMTHEVYGOTSKIANNON-CLASSICALPERSPECTIVE,THEPOST-TESTSHOULDOFTEN[NOTALWAYS]BEINTHEFORMOFAPRODUCTTHATISPERFORMATIVE(e.g.,PERFORMANCE,CREATIVEFILMS,WEBSITEVIDEOS,THEATRE,DANCE,SERVICELEARNINGCOLLABORATION,POETRY,LITERARYINTERPRETATIONS,ETC.).INOTHERWORDS,THERESHOULDBEROOMFORPSYCHOMETRIC,TRADITIONALDAPOST-TESTING,ANDFORNON-CLASSICAL“POST-TESTING,〞WHICHISINLINEWITHATOTALLYNEWVIEWOFLEARNINGDEVELOPMENT.INANON-CLASSICALDAAPPROACH,THEFOCUSISNOTONAREVISIONOFTHEPRE-TEST,BUTONAPERFORMATIVEPRODUCT.THISVIEWWORKSBESTINNON-TRADITIONALAPPROACHESATTHEPRESENTTIME,WHERETHEENVIRONMENTCANBECOMESPONTANEOUS.INTRODUCTIONTHEREISNOSINGLEDEFINITIONOFDYNAMICASSESSMENT(DA).THEREISNOTASINGLEPROCEDUREORTESTBATTERY.HOWEVER,THEREISONESINGLEGOAL:LEARNERDEVELOPMENTIntroductionDAREQUIRESADIFFERENTATTITUDEOFTHEASSESSOR.“THEFOCUSOFD.A.ISONTHEASSESSOR’SABILITYTODISCOVERTHEMEANSOFFACILITATINGTHELEARNINGOFTHECHILD,NOTONTHECHILD’SDEMONSTRATIONOFABILITYTOTHEASSESSOR.〞(Lidz,1991,9)THEASSESSORISAMEDIATOR,BELIEVINGTHATALLLEANERSCANDEVELOP.DAISSPECIFICALLYVYGOTSKIANIntroductionDADOESNOTSUBSTITUTEFOROTHERAPPROACHES…DABEGINSWHEREPSYCHOMETRICTESTINGENDS,WITHVERYDIFFERENTOUTCOMES.THEREFORE,CRITICIZINGDAFORALACKOFTRADITIONALSTASTICALVALIDITY,RELIABILITY,etc.REFLECTSALACKOFUNDERSTANDING.IntroductionDIFFERENCEINDA“TESTING〞AND“ASSESSMENT〞DATESTINGNORMALLYREMAINSWITHININSTITUTIONALLIMITATIONSPRE-TEST–INTERVENTION–POST-TESTITHELPSSTUDENTS,CLIENTSTOSUCCEEDONTHEPOST-TESTIntroductionCriticism:INESSENCE,(ITISSUGGESTED)THATIFSTUDENTSARETEST-SPECIFICALLYTRAINED-,THENTHEIRPOST-TRAININGPERFORMANCEIMPROVES.SIMILARRESULTSHAVEBEENOBTAINEDWITHTHETEST-TRAIN-RETESTPARADIGMBYUSINGSTATICTESTS…〞(E.GrigorenkoandR.Sternberg,1998)IntroductionPOEHNERANDLANTOLFHAVECOMPAREDTHEINTERVENTIONISTDAAPPROACHASBEINGSTRONGLYPSYCHOMETRIC,ASOPPOSEDTOTHEINTERACTIONISTDAAPPROACH,WHICHISRELATEDTOVYGOTSKY’SZPD.THEKEYTOTHEINTERACTIONISTDAAPPROACHISNOTONLY“INTERACTION,〞BUTANATTITUDETHATTRANSFORMSTHELEARNINGSITUATIONINTOMOTIVATIONTHATISEQUALLYSHAREDBYBOTHTHELEARNERANDASSESSOR.THISREPRESENTSATRUE“LABORATORYOFLEARNING.〞PRE-TEST–INTERACTION–POST-TESTATTHISPOINT,THEREISATRANSITIONFROMTHETRADITIONALDAFOCUSTOTHENON-CLASSICALDAFOCUS.MANYASPECTSWITHINTHISNON-CLASSICALAPPROACHAREFOUNDINBOTHINTERVENTIONSTANDINTERACTIONISTDA.WITHINNON-CLASSICALPSYCHOLOGY,THEREISAFOCUSONCREATINGANEWENVIRONMENT(BEITINTHECLASSROOMOROTHERSETTINGS),WITHTHEENDGOALBEINGAPRODUCTTHATISOFTENPERFORMATIVE.THEBASICIDEAISTOUSENEWLYGAINEDMETACOGNITIVESKILLSWITHINACULTURALPRODUCTTHATISTHERESULTOFTHEMEDIATED-INTERACTIONALENVIRONMENTESTABLISHEDBYTHEASSESSORANDLEARNER(S).WITHINFLTEACHING,FOREXAMPLE,THERECANCERTAINLYBEAPOST-TEST+PROJECT,ORINHIGHERLEVELSTHEPROJECTCANTAKETHEPLACEOFTHEPOST-TEST.WITHINFOREIGNLANGUAGECLASSROOMS,THEPROJECTCANEASILYREPLACETHEPOST-TEST,ORBEUSEDASAFINALEXAM;ESPECIALLYIFFLSTUDENTSAREENCOURAGEDTOTAKEOUTSIDEEXAMSASWELL.APPROACHTONON-CLASSICALPSYCHOLOGYELENAKRAVTSOVA(2007)[unedited]THEARTOFPSYCHOLOGYWASONEOFTHEMAINHIGHLIGHTSOFVYGOTSKY’SACTIVITY.HEBEGANRESEARCHINPSYCHOLOGYAFTERHEHADWORKEDASATEACHEROFLITERATURE,THEATRECRITIC,ETC.ITWASHISEXPERIENCEINTHISSPHERETHATALLOWEDHIMTOFOUNDANEWSPHEREOFPSYCHOLOGY,CALLED‘NON-CLASSICAL〞PSYCHOLOGY.NON-CLASSICALPSYCHOLOGYINCLUDESNEITHERTHESTAGESOFSPECIALRESEARCHANDIMPLEMENTATIONOFTHATRESEARCH’SRESULTS,NORTHEORYANDPRACTICE.INSTEAD,NON-CLASSICALPSYCHOLOGYISASCIENCEWHICHSTUDIESTHEHUMANPSYCHEANDPERSONALITYANDEXISTSINBOTHTHEORETICALANDPRACTICALSTUDIES,ANDINTHEREALLIFEOFAPERSON.THISPSYCHOLOGYISTHEPSYCHOLOGYOFCOOPERATION,IMPLYING,FIRST,THECOOPERATIONOFAPROFESSIONALPSYCHOLOGISTWITHHIS/HERCOLLEAGUESANDWITHOTHERPEOPLEWORKINGINOTHERSPHERES.INNON-CLASSICALPSYCHOLOGY,THEPSYCHOLOGISTDOESNOTCORRECT,FORMORDEVELOPANYTHING;INSTEAD,HE/SHECREATESSITUATIONSANDCIRCUMSTANCESINWHICHHE/SHECANCORRECT,FORMORDEVELOP.ATTHESAMETIME,THESESITUATIONSANDCIRCUMSTANCESSTRIVETOSTRENGTHENANDDEVELOPINHERENTPERSONALCHARACTERISTICS.CORRECTIONANDREHABILITATIONAREPOSSIBLEONLYASALASTRESORT.THEBESTEXAMPLEOFNON-CLASSICALPSYCHOLOGYISCONSTRUCTIVEPSYCHOLOGY—THEMETHODOLOGYANDMAINPRINCIPLESOFWHICHAREBASEDONTHECULTURAL-HISTORICALAPPROACH…VYGOTSKY’SCONSTRUCTIVEMETHODMEANSTHATPUPILSANDTEACHERS–ASWELLASPSYCHOLOGISTSANDTHOSEWHOMTHEYHELPTODEVELOP-LIVECOMMONLIVES.THECONSTRUCTIVEAPPROACHINNON-CLASSICALPSYCHOLOGYMEANSMOVEMENTFROMINHERENTMENTALFUNCTIONSTOHIGHERONES,FROMACTUALDEVELOPMENTTOTHEZPD,ANDFROMTHEPRESENTTOTHEFUTURE….PARADOX:INNON-CLASSICALDAPSYCHOLOGYTHEREISANEWPRODUCT(e.g.,POEM,DANCE,THEATER,FILM,PERFORMANCE,etc.);HOWEVER,THEENDFOCUSISONTHETRANSFORMATIONOFTHEINDIVIDUALORGROUPPERSONALITY.THEENGAGEMENTOFTHEASSESSORTAKESMORETIMETHANMOSTPEOPLECANIMAGINE,ANDITISALONG,OFTENPAINFULPROCESS.BUT,THEENDPRODUCTISWORTHTHEFRUSTRATION.APPROACHFROMNON-CLASSICALPSYCHOLOGYTHEPROCESSOFINTERACTIONISTDAISABASICTOOLINCREATINGTHEZPD,WHICHITSELFCANNOTBEMEASUREDZONEOFPROXIMALDEVELOPMENT(WHICHISAKEYUNITINALLDYNAMICASSESSMENT)WITHINDYNAMICASSESSMENT,“THEZPDISTHEMEETINGPLACEBETWEENTHEINNER,MENTALWORLDOFTHECHILDANDTHEEXTERNALINFLUENCESOFTHESOCIOCULTURALENVIRONMENT,ASREPRESENTEDBYTHEASSESSOR.THEGOALOFTHEINTERACTIONISTOPROMOTETHROUGHSUCHCOGNITIVETOOLSASLANGUAGE,INTERNALIZATIONOFTHESOCIOCULTURALENVIRONMENT.〞(Lidz,1996)APPROACHFROMNON-CLASSICALPSYCHOLOGYLEARNERVIEWEDASATOTAL,COMPLETE“PERSONALITY〞INTERVENTIONISNOWVIEWEDASMEDIATION(WHICHISALSOANANCHOROFINTERACTIONISTDA)THROUGHMEDIATED-DEVELOPMENTALSTAGES,THEASSESSORISFOCUSEDONTHEPOTENTIALSUCCESSOFTHELEARNERASACOMPLETE“PERSONALITY〞ASSESSORSNEEDTOBETRAINEDINNON-CLASSICAL,VYGOTSKIANPSYCHOLOGYPROCESSISVIEWEDWITHINMETACOGNITION(PROCESSISLOCATEDWITHINTHEHMF,WHERESKILLSLEARNEDCANBEEXTRAPOLATEDTOOTHERAREAS)APPROACHFROMNON-CLASSICALPSYCHOLOGYMETACOGNITION“Studentsarecommonlytaughtcontent…andhowtodothings…whattheyoftenfailtoacquireisanunderstandingofwhythatknowledgeisimportant,howitshouldbeemployed,andwhen.Inshort,theylackthemetacognitiveawarenesstousetheirknowledgeeffectively,andthustheyareunlikelytoseethevalueofthatknowledgeorbeabletoretainit.Metacognitionisfundamentallyrelatedtomotivation.〞(Das,1994)APPROACHFROMNON-CLASSICALPSYCHOLOGYPROCESSVS.PRODUCT---PROCESS+PRODUCT“BECOMING〞+“TRANSFORMATION〞PRESENT-TO–FUTUREUNITYOFTEACHER/STUDENT,PSYCHOLOGIST/CLIENTMEDIATEDLEARNINGEXPERIENCEASSESSMENTBYTEACHINGAPPROACHTONON-CLASSICALPSYCHOLOGYAPROCESS+PRODUCTAPPROACHREQUIRESATRANSCENDENCEOFDYADIC,TRIADICCOMPONENTS:NEWUNITSOFANALYSISINCLUDETHEUNITYOFTHELEARNER,ASSESSOR,RELATIONSHIP,ENVIRONMENT,ETC.INSTEADOFTHEZONEOFPROXIMALDEVELOPMENT,WEHAVETHEUNITYOFZONESOFPOTENTIALDEVELOPMENT.

THEASSESSORASSISTSINTHEUNFOLDINGOFTHELEARNERSDEVELOPMENTASA“PERSONALITY.〞INSTEADOFPRETEST-INTERVERNTION-POSTTEST,WEHAVEAPROCESSSTARTINGWITHTHEINITIALSITUATION–MEDIATION-PRODUCT(OFTENAPERFORMANCE–BASEDPRODUCT)APPROACHTONON-CLASSICALPSYCHOLOGYSPONTANEOUSENVIRONMENTSUNIFYINGSCIENTIFIC+SPONTANEOUSCONCEPTSPLAY(IMITATION+COMPLETION)WITHINACULTURALUNDERSTANDINGAESTHETICS+POETRY+THEATER++++COOPERATIONANDHELPWITHUNFOSSILIZINGOLDPATTERNSNON-CLASSICALDYNAMICASSESSMENTISNOTANATTEMPTTOREPLACEPSYCHOMETRICTESTING,NORTRADITIONALDAPOST-TESTINGWITHSOMETHINGNEW….ITISADIFFERENTAPPROACH….TOCHANGETHELEARNINGENVIRONMENTINGENERAL.THE“POST-TEST〞WITHINTHETRADITIONALDAAPPROACHISANACCEPTEDMEASUREOFRESULTS.INTHEEXAMPLESOFNON-CLASSICALDYNAMICASSESSMENTGIVEN,ITISCLEARTHATTHEENTIRELEARNINGENVIRONMENTSHOULDBECHANGED,WHERETESTINGHASATOTALLYNEWVALUE.THEGOALISOFTENAPERFORMATIVEPRODUCT,WHICHCANLEADTOAREALPOSITIVETRANSFORMATIONOFTHEENTIREPERSONALITYOFANINDIVIDUALORGROUP.THISFOCUSONPROCESS,WITHAPERFORMATIVEPRODUCT,ISDIFFICULTBEYONDEXPLANATION,ANDREQUIRESTHECOMPLETEVISIONANDDEDICATIONOFTHEASSESSORINORDERTOVISUALIZETHE“ENDPRODUCT〞FROMTHEBEGINNING.BUTTERFLIESOFZAGORSKGivemeyourhandandIwilltellyouwhoyouare.Mysilentdarkness--clearerthanthedazzlingsunlight,Isallyouwouldhidefromme.Morethanwords,yourhandsspeaktome,Ofallyoudeclinetosay.Tremblinganxietyorquiveringrage,Truefriendshiporalie.Allisrevealedinatouchofahand.Withastranger,and/orafriend.Iseeeverythinginmysilentdarkness.GivemeyourhandandIwilltellyouwhoyouare.

NatashaKrilantovGOLDENKEYSCHOOLSIn1989,ElenaKravtsovaandGennadiKravtsov,togetherwiththeirlaboratoryof23people,establishedK-5GoldenKeySchools.Todaythereareapproximately35schoolsalloverRussia.Thefocusisonestablishingamagicalworldforchildren,usingTolstoy’sfairytale,theGoldenKey.Theseschoolsareopentoallchildren.GOLDENKEYSCHOOLSUsingtheconceptoftheZPD,childrenareplacedinfamilieseachmorning

beforegoingtoclass.Eachfamilyhas15to25childrenbetweentheagesof3and10.Childrenmeetintheirfamilieseveryschooldaytodiscussandlearntosolveproblems.Olderchildrenlearntomodelmorecompetentpeerbehavior.Parentsmustbeinvolvedatalllevelsoftheirchild’seducation.ParentsbecomestudentsandstudentsbecometeachersGOLDENKEYSCHOOLSTheHappenings

arebasedaroundhistoricalevents,seasonsoftheyear,andpersonalevents.Theentireschool,andparents,cometogetheronceamonthforahappening,whichhasbeenpreparedduringthatmonth.Example,AustralianboyattheGoldenKeySchoolinBalashika(suburbofMoscow).GOLDENKEYSCHOOLSAUSTRALIANBOYOnemorning,whenthechildrenwereintheirfamiliesaRussianwoman,inatraditionalcostume,cametoannouncethatayoungAustralianboywaslost.Together,allfamilieswentdownstairstothemuseumtomeettheyoungboyandseehowtheycouldhelphim.HespokenoRussiansocommunicationwasinEnglish.Thegroupsweredividedaccordingtoagesinordertodiscusshowtheycouldhelptheyoungboyandthentheywenttotheirclassrooms.Theyoungestgroupmadepresents,dollsoutofyarn,potteryetc.GOLDENKEYSCHOOLSAUSTRALIANBOYThenextgroupstudiedthegeographyofAustralia,thedistancebetweenMoscowandAustraliaandcalledtheairlinestoseehowmuchaflightwouldcost.TheoldestchildrenstudiedthecitiesofAustralia,theweather,tribes,musicetc,andconnectedthiswithamathematicslesson.BeforelunchthechildrenlefttoprepareforaHappening.TheywantedtoshowtheyoungboyRussianculturebeforeheleftforhome.GOLDENKEYSCHOOLSAUSTRALIANBOYParentsandforeignvisitorswerepresentfortheHappeningandtheteachersandchildrenweredressedintraditionalRussiancostumes.Theydanced,sang,recitedtheirownpoetry,performedskits,andgavetheirgiftstotheyoungboy.Everyonesaidgood-byeandamancameanddrovehimawaytotheairport,withallthechildren,teachers,andguestswaivinggood-bye.GOLDENKEYSCHOOLSA.A.LEONTIEVA.A.LEONTIEVFOREIGNLANGUAGETEXTBOOKSSH