Dynamic Assessment

By Dr Jenny Dutton

As an Educational Psychologist (EP), we’re often asked to complete standardised tests on areas of children’s cognition, curriculum development, neuropsychological functioning etc. Certainly historically at least, it was almost as though the role of an EP was synonymous with ‘cognitive assessment’.

I was introduced to Dynamic Assessment (DA) when I started my doctoral training in 2009. I had been wrestling with my view of more formal standardised cognitive assessments since starting as an assistant educational psychologist and the idea of focusing on what a child is capable of achieving when given a level of mediation really appealed to me.

Dynamic assessment is based on Vygotskian principles and an important aspect of this is the Zone of Proximal Development (ZPD). This highlights the social aspects of learning by recognising the role of others in relation to a learning journey of a child. DA emphasises the importance of having a teaching and mediation element. By placing a learning phase within the assessment, it gives us an idea of the child’s true learning potential, what it takes by way of our mediation to help that child move forward and where the next steps of learning could be targeted.

“By placing a learning phase within the assessment, it gives us an idea of the child’s true learning potential... and where the next steps of learning could be targeted.”

Whilst a trainee EP, I was lucky to have the opportunity to use DA assessments during my placement at Nottingham City Educational Psychology Service. It was great to have some freedom to experiment (and have supportive EPs to guide me) and try out a range of DA methods; some commercial DA assessments (e.g. CATM), but I also dabbled with the Complex Figure and Organisation of Dots. I thoroughly enjoyed trying these out and much preferred the interactive nature of these assessments. I noticed more engagement and confidence in the children I worked with, as one of the main elements of DA was to offer carefully guided assistance (mediation) to enable children to achieve. Sadly after finishing my doctorate I began working for an LA who were more focused on a traditional model of EP working, and my DA practice gradually reduced.

Following a period of administering more cognitive assessments than eating hot dinners I finally had an opportunity to attend some DA training. Lauchlan Fraser delivered the training. He co-wrote ‘Improving Learning Through Dynamic Assessment’ to help Educational Psychologists put DA into practice (book and training really recommended!). His training was exactly what I needed to refresh my knowledge and consider how I could use DA more in my practice…… and it worked….. well, until I went on maternity leave and didn’t have the opportunities upon returning to LA work (the joys of Statement to EHC transfers!!).

Moving forward to 2020!! Improving my DA skills feels incredibly timely, especially given many concerns over the accuracy and legitimacy of standardised assessments when children return to school following such a long time away from education. I am hoping that further DA training will give me the confidence to extend my assessment repertoire and ensure my assessments continue to lead to effective interventions and ultimately positive outcomes for the children, families and schools I work with.

Find out more about the upcoming Dynamic Assessment CPD event for Educational Psychologists in September 2020

Read Dr Jane Yeoman’s Dynamic Assessment blog here.