Levi, Dalia;
(2023)
Exploring Educational Psychologists’ use of Dynamic Assessment in Practice and Teachers’ views of its impact.
Doctoral thesis (D.Ed.Psy), UCL (University College London).
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Abstract
Dynamic Assessment (DA) represents a range of interactive assessment approaches based on theories of mediation. DA is uniquely appealing due to its instructional value; however, literature has identified that this is not easily translated to key stakeholders. The review paper appraises 10 qualitative studies to provide insight into teachers’ views of impact of DA. Thematic synthesis generated six overarching analytical themes from four high-quality and six medium-quality studies namely: (1) DA is acceptable to pupils (2) DA impacts on the affective factors important to learning (3) DA can modify beliefs about the child as a learner (4) DA is about building relationships (5) DA helps strategies become more available to teachers and pupils (6) DA needs to fit the context. The high-quality studies offer insight into teachers’ views of both the positive and negative impact of DA alongside influencing factors. The empirical paper acknowledges research which has identified DA as one of the least utilised methods in EP practice and aims to examine the nature and extent of current UK usage, as there exists limited empirical evidence to date. Furthermore, it explores the features underpinning its successful use by EPs who identify as skilled or expert DA practitioners. A mixed-methods design was employed. At Phase 1, 114 EPs took part in an online survey. Most EPs reported using DA as often as weekly, fortnightly or monthly, using a diverse range of tools, play-based and curriculum approaches. At Phase 2, semi-structured interviews with 8 skilled and expert EPs were analysed using reflexive thematic analysis. Four overarching themes were identified: (1) Systemic needs: investing in a diversity of evidence; (2) Clarifying how DA adds value for the child (3) Reconciling multiple assessment paradigms (4) Security in DA’s underlying theory and assumptions. Strengths, limitations and recommendations for further research are discussed.
| Type: | Thesis (Doctoral) |
|---|---|
| Qualification: | D.Ed.Psy |
| Title: | Exploring Educational Psychologists’ use of Dynamic Assessment in Practice and Teachers’ views of its impact |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | Copyright © The Author 2023. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10195857 |
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