|
Elliott, J. (1993). Assisted assessment: If it is "dynamic" why is it so rarely
employed? Educational & Child Psychology, 10(4), 48-58.
Elliott, J.G. (2000a). Dynamic assessment in educational
contexts: Purpose and promise. In C.S. Lidz & J.G. Elliott (Eds.). Dynamic assessment: Prevailing models and applications
(713-740). Amsterdam: JAI/Elsevier Science.
Elliott, J. (2000b). The psychological assessment of children with
learning difficulties British Journal of Special Education, 27(2), 59-66
Elliott, J. (2002). All testing is dynamic:
a response to Sternberg and Grigorenko. Issues in Education, 7(2), 185-191
Elliott, J. (2003). Dynamic Assessment
in educational settings: realising potential. Educational Review, 55(1), 15-32.
Elliott, J.G., Grigorenko, E.L.,
& Resing, W.C.M. (in press). Dynamic assessment: The need for a dynamic approach. International Encyclopedia of Education,
3rd edition.
Elliott, J.& Lauchlan, F. (1997) 'Assessing Potential - the search for the philosopher's stone?'
Educational and Child Psychology, 14 (4), 6-16.
Elliott, J., Lauchlan, F. & Stringer P. (1996). Dynamic assessment
and its potential for educational psychologists: Part 1 - Theory and Practice. Educational Psychology in Practice, 12(3),
24-32.
Elliott, J., Lidz, C.S.,& Shaughnessy, M.F. (2004). An interview wih Joe Elliott and Carol Lidz. North
American Journal of Psychology, 6 (2), 349-360.
Embretson, S.E. (1987a). Improving the measurement of spatial aptitude
by dynamic testing. Intelligence, 11, 333-358.
Embretson, S.E. (1987b). Toward development of a psychometric approach.
In C.S. Lidz (Ed.). Dynamic assessment: An interactional approach to evaluating learning potential (pp. 141-170). New York:
Guilford.
Embretson, S.E. (1992). Measuring and validating cognitive modifiability as an ability: A study in the
spatial domain. Journal of Educational Measurement, 29(1), 25-50.
Embretson, S.E. (2000). Multidimensional measurement
from dynamic tests:Abstract reasoning under stree. Jultivariate Behavioral Rezearch, 35(4), 505-542.
Embretson,
S.E. (2004). The second century of ability testing: Some predictions and speculations. Measurement and Interdisciplinary Research
and Perspectives, 2(1), 1-32.
Embretson, S.E. & Prenovost, L.K. (2000). Dynamic
Cognitive testing: What
kind of information is gained by measuring response time and modifiability? Educational and Psychological Measurement, 60
(6), 837-863.
Engelhardt, J.L. (1988). A comparison of static and dynamic assessment procedures and their relation
to independent performance in preschool children. Dissertation Abstracts International, 48 (7-B), 2116.
Ennis,
T.R. (2007). Assessing and enhancing critical thinking skills: Enhanced Peer Review (EPR) with the CAT instrument. Dissertation
Abstracts International Section A: Humanities and Social Sciences, 68 (5-A), 1900.
ENUMO, S. R. F; CUNHA, A. C.
B.; PEREIRA, K.; LEBRE, T. D. (2002). Comportamentos do mediador e da criança com deficiência visual na avaliação
assistida de habilidades cognitivas (Behaviours of mediator and the visual impairment child in the dynamic assessment situation
of cognitive abilities). Temas de Psicologia, São Paulo, Brasil, v. 10, p. 71-84, 2002.
Erben, Ban, T. R.
and Summers, R.: 2008, Changing examination structures within a college of education: Issues of grading and the application
of dynamic assessment in pre-service ESOL endorsement courses in Florida, in J. P. Lantolf and M. E. Poehner (eds.), Sociocultural
theory and the teaching of second languages, London, Equinox.
Eszter, P. (2006). Assessment of learning disabilited
elementary school children with The Cognitive Modifiability Battery. Erdelyi Pszichologiai Szemie, 7(3), 223-250.
Evans, J.L. (1996). Plotting the complexities of language sample analysis: Linear and nonlinear dynamical models of assessment.
In K.N. Cole, P.S. Dale et al. (Eds.). Assessment of communication and language, Volume 6. Communication and language intervetnion
series (pp. 207-256). Baltimore: P.H. Brookes.
Fabio, R.A. (1998). Gli indici dinamici nella misura delle abilita
cognitive (Dynamic indexes in the measurement of cognitive ability). Eta Evolutiva, 59, 69-78.
Fabio, R.A. (1999).
Costruzione di un test di misura dell'intelligenza potenziale (Construction of a test for the measurement of potential intelligence).
Giornale Italiano di Psicologia, 1, 125-146.
Fabio, R.A. (2005). Dynamic assessmentof intelligence is a better
reply to adaptive behavior and cognitive plasiticity. Journal of General Psychology, 132(1), 41-64.
Fabio, R.A.
& Mancuso, G. (1995). La valutazione degli indici dinamici in bambini in eta prescolare (An evaluation of dynamic indexes
in preschool children). Psicologia e Scuola, 76, 46-57.
Fabio, R.A. (2005). Dynamic assessment of intelligence
is a better reply to adaptive behavior and cognitive plasticity.
Journal of General Psychology,January. Online: http://www.findarticles.com/p/articles/mi_m2405/is_1_132/
ai_n948
Fagundes, D.D., Haynes, W.O., Haak, N.J. & Moran, M.J. (1998). Task variability effects on the language
test performance of southern lower socioeconimic class African American and Caucasian five-year-olds. Language, Speech, and
Hearing Services in Schools, 29(3), 148-157.
Falik, L.H. & Feuerstein, R.S. (2005). A tanulasi potencial felmeresi
eszkozenek (LPAD)jelenlegi allasa es fejlodese. Transylvanian Journal of Psychology (Erdelyi Pszichologiai Szemie), 6(1),
45-83. http:www.pszichologia.ro/english/title.htm
Feldhusen, J.F. & Jarwan, F.A. (2000). Dynamic assessment
of gifted students. In K.A. Heller, F.J. Moenks et al. (Eds.). International handbook of giftedness and talent (2nd ed.).
(pp. 271-327). New York: Elsevier Science.
Fenwick, R.J. (2000). Incorporating dynamic assessment in evaluation
of adult learners. In T. Barer-Steiin (Ed.).
The craft of teaching adults. Published by Culture Concepts.
Fenwick, T.J. & Parsons, J. (1999). Using dynamic assessment in the social studies classroom. Canadian Social Studies,
34(1), 153-155.
FERNANDEZ-BALLESTEROS, R. Y CALERO, M.D.: “Coaching” is not “Training”.
Issues in Education, 2001, 7 (2) 171-174.
Fernandez-Ballesteros, R. & Calero, M.D. (2000). The assessment
of learning potential: The EPA instrument. In C.S. Lidz & J.G. Elliott (Eds.). Dynamic assessment: Prevailing models and
applications (pp. 293-323). Amsterdam: JAI/Elsevier Science.
FERNÁNDEZ-BALLESTEROS, R. Y CALERO, M.D.- Training
Effects on Intelligence of Older Persons. Archives of Gerontology and Geriatrics, 1995 (20), 135-148.
FERNANDEZ-BALLESTEROS,
R. Y CALERO, M.D. Measuring Learning Potential. International Journal of Cognitive Education and Mediated Learning, 1993,
3 (1) 9- 20.
FERNÁNDEZ-BALLESTEROS, R. Y CALERO, M.D. Nuevos enfoques en la Medida de la Inteligencia:
la evaluación del Potencial de Aprendizaje. En INTELIGENCIA Y COGNICION. Homenaje al Prof. YELA. Madrid, Ed. Complutense,
1992. Pgs. 567-590. ISBN: 84-7491-393-4
FERNÁNDEZ-BALLESTEROS, R., CALERO, M.D., CAMPLLONCH, J.M., Y BELCHI,
J. EPA III: Evaluación del Potencial de Aprendizaje. Ed. TEA, Madrid, 2000. ISBN 84-7174-607-7
FERNÁNDEZ-BALLESTEROS,
R., CALERO, M.D., CAMPLLONCH, J.M., Y BELCHI, J. EPA: Evaluación del Potencial de Aprendizaje. Ed. Mepsa, Madrid, 1987.
FERNÁNDEZ-BALLESTEROS, R., CALERO, M.D., CAMPLLONCH, J.M., Y BELCHI, J. EPA: Evaluación del Potencial
de Aprendizaje. Tercera edición revisada y ampliada. Ed. Mepsa, Madrid, 1990.-8
FERNANDEZ-BALLESTEROS,
R., JUAN-ESPINOSA, M. COLOM, R. Y CALERO, M.D.: Contextual and Personal Sources of Individual Differences in Intelligence:
Empirical Results. En W. Tomic y J. Kingman (Eds.): Advances in Cognition and Educational Practice, vol. 4. N. York, JAI,
1997. Pgs. 221-274. ISBN: 0-7623-0105
Fernandez-Ballesteros, R., Zamarron, M.D., & Tarraga, L.
(2005).
Learning potential: A new method for assessing cognitive impairment. International Psychogeriatrics, 17(1), 119-128.
Fernandez-Ballesteros, R., Zamarron, M.D., Tarraga, L., Moya, R., Iniguez, J. (2003). Cognitive plasticity in healthy, mild
cognitive impairment (MCI) subjects and Alzheimer's disease patients: A research project in Spain.
European Psychologist,
8 (3), 148-159.
Ferrara, R.A., Brown, A.L., & Campione, J.C. (1986). Children's learning and transfer of inductive
reasoning rules: Studies of proximal development. Child Development, 57, 1087-1099.
Feuerstein, R. (1968). The
learning potential assessment device. In B.W. Richards (Ed.), Proceedings of the 1st Congress of the International Association
for the Scientific Study of Mental Deficiency (pp. 562-565). Reigate (Surrey): M. Jackson.
Feuerstein, R. (1970a).
Les differences de fonctionnement cognitif dans des groupes socio-ethniques differents. PhD. Thesis, Sorbonne, Paris.
Feuerstein, R. (1970b). A dynamic approach to the causation, prevention and alleviation of retarded performance. In H.C.
Haywood (Ed.), Socio-cultural aspects of mental retardation (pp. 341-377). New York: Appleton-Century-Crofts.
Feuerstein,
R. (1972). Cognitive assessment of the socioculturally deprived child and adolescent. In L.J. Cronbach & P. Drenth (Eds.).
Mental tests and cultural adaption (pp. 265-275). Den Haag: Mouton.
Feuerstein. R. (1973). Cognitive assessment
of the socioculturally deprived child and adolescent. In L.L. Cronbach & P. Drenth (Eds.), Mental tests and cultural adaptation
(pp. 265-275). The Hague: Mouton.
Feuerstein, R. (1976). Dynamic assessment of cognitive modifiability in retarded
performers. The Learning Potential Assessment Device. In B.B. Wolman (Ed.), International Encyclopedia of Neurology, Psychiatry,
Psychoanalysis and Psychology, Section XII. New York.
Feuerstein, R. (1985). The importance of the role of assessment
in successful integration programmes: A dynamic alternative to traditional psychometric approaches. Educational & Child
Psychology, 2(3), 138-144.
Feuerstein, R., Falik, L, & Feuerstein, Ra. (1998). Feuerstein's LPAD. In R. Samuda
(Ed.), Advances in Cross-cultural assessment. Thousand Oaks, CA: Sage.
Feuerstein, R. & Feuerstein, R.S. (2001).
Is dynamic assessment compatible with the psychometric model? In A.S. Kaufman & N.L. Kaufman (Eds.). Specific learning
disabilities and difficulties in children and adolescents: Psychological assessment and evaluation (pp. 218-246). New York:
Cambridge University Press.
Feuerstein, R. & Feuerstein. S. (1991). Mediated learning experience: A theoretical
review. In R. Feuerstein, P.S. Klein & A.J. Tannenbaum (Eds.). (1991). Mediated learning experience (MLE): Theoretical,
psychosocial, and learning implications (pp. 3-51). London: Freund Publishing House, LTD.
Feuerstein, R., Feuerstein,
R.S., Falik, L.H., & Rand, Y. (2002). The dynamic assessment of cognitive modifiability: The Learning Propsensity Assessment
Device: Theory, instruments and techniques. Jerusalem: International Center for the Enhancement of Learning Potential.
Feuerstein, R., Feuerstein, R., & Gross, S.(1997). The Learning Potential Assessment Device. In D.P. Flanagan,
J.L., Genshaft, & P. Harrison (Eds.). Contemporary intellectual assessment theories, tests, and issues (pp. 297-313).
New York: Guilford.
Feuerstein, R., Haywood, H. C., Rand, Y., Hoffman, M. B., & Jensen, M. (1982). Examiner
manuals for the Learning Potential Assessment Device. Jerusalem: Hadassah-WIZO-Canada Research Institute. (Revised 1983, 1984,
1986).
Feuerstein, R., Hoffman, M.B., Rand, Y., Jensen, M.R., Tzuriel, D. & Hoffman, D.B. (1986). Learning
to learn: Mediated learning experiences and instrumental enrichment. Journal for Special Services in Schools, 3, 49-82.
Feuerstein, R., Hoffman, M.B., Rand, Y. & Miller, R.(1980). Instrumental enrichment. Baltimore: University Park
Press.
Feuerstein, R., Klein, P. & Tannenbaum, A.(1991). (Eds.),
Mediated Learning Experience. Theoretical,
psychosocial, and learning implications. Tel Aviv and London: Freund.
Feuerstein, R., Kozulin, A., & Falik,
L.H. (2005). Kulturalis kulonbsegek es kulturalis deprivacio tukrozodese as izraelbe bevandorolt etiop gyerekek dinamikus
felmereseben. Transylvanian Journal of Psycholoogy (Erdelyi Pszichologiai Szemie), 6(1), 1-23. http://www.pszichologia.ro/english/title.htm
Feuerstein, R., Rand, Y. & Hoffman, M.B. (1979). The dynamic assessment of retarded performers: The learning potential
assessment device: Theory, instruments, and techniques. Baltimore: University Park Press.
Feuerstein, R., Rand,
Y., Jensen, M.R., Kaniel, S., &
Tzuriel, D. (1987). Prerequisites for assessment of learning potential. In C.S.
Lidz (Ed.). Dynamic assessment: An interactional approach to evaluating learning potential (pp. 35-51). New York: Guilford.
Feuerstein, R., Rand, Y., Jensen, M., Kaniel, S., Tzuriel, D., Ben-Shachar, N. & Mintzker, Y. (1986). Learning
potential assessment. Special Services in the Schools, 2, 85-106.
Feuerstein, R. & Shalom, H. (1967). Methods
of assessing the educational levelof socially and culturally disadvantaged children. Megamot, nos. 2-3, 177-187 (in Hebrew).
Feuerstein, R., & Shalom, H. (1968). The Learning Potential Assessment Device. In B.W. Richards (Ed.), Proceedings
of the First Congress of the International Association for the Scientific Study of Mental Deficiency. Reigate, UK: Michael
Jackson.
Feuerstein, R.S. (2000). Dynamic cognitive assessment and the instrumental enrichment program: Origins
and development. In A. Kozulin & Y. Rand (Eds.). Experience of mediated learning: An impact of Feuerstein's theory in
education and psychology (pp. 147-165). Elmsford, NY: Pergamon.
Ferriolli, S.H.T, Linhares, M.B.M., Loureiro, S.R.,
et al. (2001). Indicators of learning potential obtained through assisted assessment. Psicol. Reflex. Crit. [online], 2001,
vol.14, Fiestas, C.E. (2009). The dynamic assessment of narratives: A bilingual study. DIssertation
Abstracts International: Section B: The Sciences and Engineering. 69(12-B), p. 7460. Fiszdon, J.M., McClough,
J.F., Silverstein, S.M., Bell, M.D., Jaramillo, J.R., & Smith, T.E. (2006). Learning potential as a predictor of readiness
for psychosocial rehabilitation in schizophrenia. Psychiatry Research, 143- 159-166.
Flor-Madel, H. (2008).
Relationship between early writing and phonological working memory among kindergarten children: Dynamic versus static assessment.
Journal of Cognitive Education and Psychology, 7(2), 296-297. Flynn, S.A. (2005). A sociocultural perspective
on an inclusive framework for the assessment of children with an autistic spectrum disorder within mainstream settings. Educational
and Child Psycholog, 22(1), 40-50.
Foisack, E. (2005). Deaf children's concept formation in mathematics. Journal
of Cognitive Education and Psychology, 4(3), 375-376. Fong,
K.N.K. & Howie, D. (2007). Metacomponential assessment and training in real-life problem solving. Journal of Cognitive
Education and Psychology, 6 (2), 165-193. FONSECA, V., CUNHA, A. C. B., & ENUMO, S. R. F. (2002). O
desenvolvimento cognitivo da criança com deficiência visual e suas perspectivas de avaliação: da
abordagem padronizada à avaliação dinâmica (The cognitive development of visual impairment child
and their evaluation perspectives: from static to dynamic assessment). Revista de Educação Especial e Reabilitação,
Lisboa, Portugal, v. 9, n. 1-2, p. 75-91.
Freeman, L. & Miller, A. (2001). Norm-referenced, criterion-referenced,
and dynamic assessment: What exactly is the point? Educational Psychology in Practice, 17 (1), 3-16.
Frerichs,
R.J., Tuokko, H.A. (2005). A comparison of methods for measuring cognitive change in older adults. Archives of Clinical Neuropsychology,
20(3), 321-333.
Friedle, R.E. (1986). Assessment of learning potential using a modified version of the Coloured
Progressive Matrices. Dissertation Abstracts International, 47(6-B). 2667.
Frisby, C.L. & Braden, J.P. (1992).
Feuerstein's dynamic assessment approach: A semantic, logical, and empirical critique. Journal of Special Education, 26(3),
281-301.
Fuchs, L.S., Compton, D.L., Fuchs, D., Hollenbeck, K.N., Craddock, C.F., & Hamlett, C.L (2008). Dynamic
assessment of algebraic learning in predicting third graders' development of mathematical problem solving. Journal of Educational
Psychology, 100(4), 829-250.
Fuchs, D.& Fuchs, L.S. (2006). Introduction to Response to Intervention: What,
why, and How valid is it? Reading Research Quarterly, 41(1), 93-99.
Fuchs, D., Fuchs, L.S. & Compton, D.L.
(2005). Dynamic assessment for young at-risk readers. Unpublished test, Nashville, TN: Vanderbilt University.
Fuchs,
D., Fuchs, L.S., Compton, D.L., Bouton, B., Caffrey, E., & Hill, L. (2007).
Dynamic assessment as responsiveness
to intervention. Teaching Exceptional Children, 39 (5), 58-63.
|
Gamlin, P.J.(1989). Issues in dynamic assessment/instruction. International Journal
of Dynamic Assessment & Instruction, 1(1), 13-25.
Gamlin, P.J. (1996). Issues in dynamic assessment/instruction.
In M.G. Luther, E.Cole, et al. (Eds.). Dynamic assessment for instruction: From theory to application (pp. 79-87). North York,
ON: Captus.
Gamlin, P.J. & Koo, K-H.(19909). The Similarity Thinking Instrument (STI): An assessment of generalization
skills in Korean, Korean-Canadian and Canadian children. International Journal of Dynamic Assessment & Instruction, 1(2),
6-36.
Gamlin, P.J. & Koo, K-H (1996). The Similarity Thinking Instrument (STI): An assessment of generalization
skills in Korean, Korean-Canadian and Canadian children. In M. G. Luther, E. Cole, et al. (Eds.). Dynamic assessment for instruction:
From theory to application (pp. 103-126). North York, ON: Captus.
Garcia, M.D.C. (2004). Validez de la evaluacion
del potencial de aprendizaje. Psicothema, 16(2), 217-222.
Garner, B.K. (1992). Dynamic assessment and mediation
of the cognitive structures of elementary students studies. Dissertation Abstracts International, 53(2-A), 474.
Gediga,
G. & Wiedl, K.H. (1996). Veranderungsmessung in der Dynamischen Testdiagnostic (Measurement of change in dynamic testing).
In J. Guthke & K.H. Wiedl. Dynamisches Testen. Zur Psychodiagnostik der intraindividuallen Variabilitat (pp. 338-399).
(Dynamic testing. The psychodiagnosis of intraindividual variability). Gottingen: Hogrefe.
Gediga, G. Schottke,
H. & Wiedl, K.H. (1986). Latente Klassenanalyse und die Erfassung von Performanzveranderung bei einter dynamishen Version
des fargien Matrizentests (Latent class analysis and the assessment of peformance change in a dynamic version of th Coloured
Matrices Test). Vortrag auf der 35. Tagung der Deutschen Gesellschaft fur Psychologie in Heidelberg (Paper presented at the
36th conference of the German Association of Psychology, Heidelberg).
Gerber, M.M., Semmel, D.S., & Semmel,
M.I. (1994). Computer-based dynamic assessment of multidigit multiplication. Exceptional Children, 61(2), 114-125.
Gerber, M.M. (2000). Dynamic assessment for students with learning disabilities: Lessons in theory and design. In C.S. Lidz
& J.G. Elliott (Eds.). Dynamic assessment: Prevailing models and applications (pp. 263-292). Amsterdam: JAI/Elsevier Science.
Gettinger, M. (1984). Measuring time needed for learning to predict learning outcomes. Exceptional Children, 51(3),
244-248.
Giannetti, R.A., Klinger, D.E., Johnson, J.H., & Williams, T.A. (1976). The potential for dynamic
assessment systerms using on-line computer technology. Behavior Research Methods & Instrumentation, 8(2), 101-103.
Gillam, R., & Peña, E. (1995). Clinical education: A social constructivist perspective. The Supervisors'
Forum, 2, 24-29.
Gillam, R., Peña, E., & Miller, L. (1999). Dynamic assessment of narrative and expository
texts. Topics in Language Disorders, 20(1) 15-29.
Gipps, C. (2002). Sociocultural perspectives on assessment.
In G. Wells & G. Claxton (Eds.). Learning for life in the 21st century: Sociocultural perspectives on the future of education
(pp. 73-83). Malden, MA: Blackwell.
Glaspey, A.M. (2006). Dynamic assessment in phonological disorders:
The Scaffolding Scale of Stimulability. Unpublished doctoral dissertation, University of Washington, Seattle, Washington.
Glaspey, A.M. & Stoel-Gammon, C (2005). Dynamic assessment in phonological disorders: The Scaffolding
Scale of Stimulability. Topics in Language Disorders, 25(3), 220-230.
Glaspey, A. & Stoel-Gammon,
C. (2007). A dynamic approach to phonological assessment. Advances in Speech=Language Pathology, 9(4), 286-296.
Glutting,
J.J. & McDermott, P.A.(1990). Childhood learning potential as an alternative to traditional ability measures. Psychological
Assessment, 2(4), 398-403.
Golisz, K.M. (1998). Dynamic assessment and multicontext treatment of unilateral neglect.
Topics in Stroke Rehabilitation, 5(1), 11-28.
Gordon, J. E. & Haywood, H. C. (1969). Input deficit in cultural-familial
retardates: Effect of stimulus enrichment. American Journal of Mental Deficiency, 73, 604-610.
Granott, N.
(2005). Scaffolding dynamically towards change. Previous and new perspectives. New Ideas in Psychology, 23, 140-151.
Greenberg, K.H. (2000). Inside professional practice: A collaborative, systems orientation to linking dynamic assessment
and intervention. In C.S. Lidz & J.G. Elliott (Eds.). Dynamic assessment: Prevailing models and applications (pp. 489-519).
Amsterdam: JAI/Elsevier Science.
Greenberg Lyons, B., (1984). Defining a Child’s Zone of Proximal
Development: Evaluation Process for Treatment Planning. American Journal
of Occupational Therapy. 38/7, p.446-451.
Grigorenko, E.L. (in press). Dynamic assessment and response to intervention: Two sides of one coin. Journal
of Learning Disabilities.
Grigorenko. E. & Sternberg, R.J. (1998a). Dynamic testing. Psychological Bulletin,
124(1), 75-111.
Grigorenko, E.L. & Sternberg, R.J. (1998b). "Dynamic testing": Erratum. Psychological
Bulletin, 124(3). 443.
Grigorenko, E. L., Sternberg, R. J., and Ehrman, M. E.: 2000, A theory-based approach
to the measurement of foreign language learning ability: The CANAL-FT theory and test. The Modern Language Journal 84: 390-405.
Grigorenko, E.L., Sternberg, R.J., Jukes, M., Alcock, K., Lambo, J., Ngorosho, D.Nokes, C., & Bundy, D.A.
(2006). Effects of antiparasitic treatment on dynamically and statically tested cognitive skills over time. Journal of Applied
Developmental Psychology, 27(6), 499--526.
Gupta, R.M. & Coxhead, P. (Eds.). (1988a). Cultural diversity and learning
efficiency: Recent developments in assessment. New York: St. Partin's Press.
Gupta, R.M. & Coxhead, P. (1988b).
Why assess learning potential? In R.M. Gupta & P. Coxhead (Eds.), Cultural diversity and learning efficiency: Recent developments
in assessment (pp. 1-21). New York: St. Martin's Press.
Guterman, E. (2002). Toward a dynamic assessment of reading:
Applying metacognitive awareness guidance to reading assessment tasks. Journal of Research in Reading, 25(3), 283-298.
Guthke, J. (1972). Zur Diagnostik der Intellektuellen Learnfahigkeit. Berlin: Verlag der Wissenschaften.
Guthke, J. (1977). Zur Diagnostik der intellekuellen Lernfahigkeit [The assessment of intellectual learning
ability]. Berlin: VB Deutscher Verlag der Wissenschaften.
Guthke, J. (1982), The learning test concept-an
alternative to the traditional static intelligence tet. The German Journal of Psychology, 6(4), 306-324.
Guthke,
J.(1990). Les Tests d'Apprentissage comme Alternative ou Complement aux Test d"intelligence: Un Bilan de leur Evolution
[Learning tests as an alternative or complement to intelligence tests: A critical review]. European Journal of Psychology
of Education, 5(2), 117-133.
Guthke, J. (1992). Learning tests: The concept, main research findings, problems and
trends. Learning & Individual Differences, 4(2), 137-151.
Guthke, J. (1993). Developments in learning potential
assessment. In J.H.M. Hamers, K. Sijtsma, et al. (Eds.). Learning potential assessment: Theoretical, methodological and practical
issues (pp. 43-67). Lisse: Swets & Zeitlinger.
Guthke, J. & Al-Zoubi, A. (1987). Kulturspezifische differenzen
in den Colored Progressive Matrices (CPM) und in einer Lerntestvariante der CPM [Specific cultural differences in the Colored
Progressive Matrices (CPM)and in a CPM Lerntest variation]. Psychologie in Erziehung und Unterrict, 34, 306-311.
Guthke, J.& Beckmann, J.F. (2000a). The learning test concept and its application in practice. In C.S. Lidz and J.G.
Elliott (Eds.). Dynamic assessment: Prevailing models and applications (pp.17-69). Amsterdam: JAI/Elsevier.
Guthke,
J. & Beckmann, J.F. (2000b). Learning test concepts and dynamic assessment. In A. Kozulin & Y. Rand (Eds.). Experience
of mediated learning: An impact of Feuerstein's theory in education and psychology (pp. 175-190). Elmsford, NY: Pergamon.
Guthke, J. & Beckmann, J.F. (2001). intelligenz als Lernfa higkeit-Lerntests als Alternative zum herkommlichen
Intelligenztest. In E. Stern, J. Guthke (Hrsg.), Perspektiven der Intelligenzforschung. Ein Lehrbuch fur Fortgeschrittene,
(s.137-11). Lengerich: Pabst.
Guthke, J. & Beckmann, J.F.(2003). Dynamic assessment with diagnostic problems.
In R.J. Sternberg, J. Lautrey, et al. (Eds.). Models of intelligence: International perspectives (pp. 227-242). Washington,
DC: American Psychological Association.
Guthke, J., Beckmann, J.F., & Dobat, H. (1997).
Dynamic
testing-problems, uses, trends and evidence of validity. Educational and Child Psychology, 14(4), 17-32.
Guthke,
J., Beckmann, J.F., & Stein, H. (1995). Recent research evidence on the validity of learning tests. In J.S. Carlson (Ed.).
Advances in cognition and educational practice, Volume 3. European contributions to dynamic assessment (pp. 117-143). Greenwich,
CT: JAI Press.
Guthke, J., Beckmann, J.F., & WIedl, K.H. (2003). Dynamik im dynamishen Testen. Psychologische
Rundschau, 54(4), 225-232.
Guthke, J., Rader, E., Caruso, M., & Schmidt, D. (1991). Entwicklung eines
adaptiven computergestutzten Lerntest auf der Basis der strukturellen Informationstheorie [Development of a computerized learning
test on the basis of structural information theory]. Diagnostica, 1, 1-28.
Guthke, J. & Wiedl, K.H.(1996).
Dynamisches testen: Zur psychodiagnostik der intraindividuallen variabilitat. Grundlagen, verfaheren und anwendungsfelder.
Gottingen: Hogrefe-Verlag für psychologie.
Guthke, J. & Wingenfeld, S. (1992). The learning test concept:
Origins, state of the art, and trends. In H.C. Haywood & D. Tzuriel (Eds.). Interactive assessment (pp. 64-93). New York:
Springer.
Gutierrez-Clellan, V.F. (2000). Dynamic assessment: An approach to assessing children's language-learning
potential. Seminars in Speech and Language, 21 (3), 215-222.
Gutierrez-Clellan, V.F., Brown, S., Robinson-
Zañartu,
C. & Conboy, B. (1998). Modifiability: A dynamic approach to assessing immediate language change. Journal of Children’s
Communication Development, 19 (2), 31-43.
Gutierrez-Clellan, V.F. & Peña, E. (2001). Dynamic assessment
of diverse children: A tutorial. Language, Speech, & Hearing Services in Schools, 32(4), 212-224.
Gutierrez-Clellen,
V., Peña, E., & Quinn, R. (1995). Accommodating cultural differences in narrative styles:A multicultural perspective.
Topics in Language Disorders, 15(4) 54-67.
Gutierrez-Clellen, V. F., & Peña, E. (2001). Dynamic assessment
of diverse children: A tutorial. Speech-Language-Hearing Services in Schools. 32(4),212-224.
Gutierrez-Clellen,
V.F. & Quinn, R. (1993). Assessing narratives of children from diverse cultural/linguistic groups. Language, Speech &
Hearing Services in Schools, 24(1), 2-9.
|
