, You are a registered psychometrist working at a university counselling centre. The
centre provides a range of psychometric assessment services to support students
facing academic and personal challenges. Recently, there has been an increase
in students seeking help due to stress, anxiety, and uncertainties about their
future careers. You have been tasked with developing a comprehensive
assessment process that incorporates psychometric tools to better understand
these students' needs and provide targeted support. CASE OVERVIEW: A 21-
year-old undergraduate student, Sam, has approached the counselling centre.
Sam is in his third year of studies and reports feeling overwhelmed with academic
pressures, experiencing low motivation, and struggling with decision-making
regarding his future career path. His academic performance has declined, and he
has expressed feelings of anxiety and low mood. As a psychometrist, your role is
to design a tailored assessment process using various psychometric tools to
provide insights into Sam’s cognitive functioning, well-being and personality traits.
Student Instructions You are required to complete this assignment based on the
provided case study. The assignment must be professionally written and well-
structured. Please ensure that each question is clearly indicated and that your
responses are directly linked to the case study.
QUESTION 1. Define dynamic assessment and explain how it differs from
traditional assessment methods. In the context of Sam’s academic struggles, how
could you apply dynamic assessment to identify his learning potential? (5 Marks)
Here’s a paraphrased and expanded version of your responses, maintaining the original format for each
question:
QUESTION 1: Define dynamic assessment and explain how it differs from traditional assessment
methods. In the context of Sam’s academic struggles, how could you apply dynamic assessment to
identify his learning potential? (5 Marks)
Dynamic Assessment and Its Application to Sam's Case
Definition of Dynamic Assessment:
Dynamic assessment (DA) is a formative and interactive approach to evaluating a learner's abilities,
emphasizing their potential for growth rather than merely measuring their existing knowledge or skills. This
assessment method integrates teaching with evaluation, allowing educators to observe how learners, such
as Sam, respond to instructional support and guidance. The primary aim of dynamic assessment is to
identify the learner's zone of proximal development (ZPD)—the gap between what they can accomplish
independently and what they can achieve with assistance. By focusing on this range, dynamic assessment
provides valuable insights into the learner's inherent capabilities and future learning potential.
Differences from Traditional Assessment Methods:
1. Focus on Learning Potential:
, o Traditional assessments primarily evaluate a student’s knowledge at a particular moment,
often utilizing standardized tests that emphasize factual recall.
o Conversely, dynamic assessment investigates a learner’s potential for growth by examining
their reactions to instructional support, thus shifting attention from their current knowledge to
their learning capacity.
2. Interactive Nature:
o Traditional assessments typically adopt a one-directional approach where the examiner
administers a test without offering feedback or assistance.
o Dynamic assessment, in contrast, fosters a collaborative environment; the evaluator engages
the learner by providing real-time feedback, prompts, and guidance, assessing the learner’s
adaptability and responsiveness to these supports.
3. Emphasis on Process Over Product:
o Traditional assessments often prioritize final scores or outcomes, reflecting a student's
retained knowledge.
o Dynamic assessment concentrates on the learning process, observing the strategies the
student employs to overcome challenges, thereby offering a more comprehensive
perspective on their capabilities and learning methodologies.
4. Use of Test-Teach-Test Model:
o Traditional assessments usually encompass a singular testing phase without intervention
between evaluations.
o Dynamic assessment frequently employs a "test-teach-test" model, initiating with an initial
test to gauge current abilities, followed by a teaching phase that provides intervention, and
culminating in a post-intervention assessment to evaluate improvements and responses to
the instruction.
Application to Sam’s Academic Struggles:
In addressing Sam's academic challenges, dynamic assessment can effectively illuminate his learning
potential and address the factors influencing his low motivation and anxiety. Here’s how this approach
could be implemented:
1. Initial Testing:
o Start with a standardized academic or cognitive assessment to evaluate Sam’s current skills,
pinpointing specific strengths and areas requiring further support. This initial assessment
serves as a baseline for future comparisons.
2. Interactive Teaching:
o Following the initial assessment, engage Sam in tailored teaching sessions that target his
identified difficulties, such as time management or effective study strategies. During these
sessions, the evaluator can introduce personalized strategies, including task breakdowns or
active learning techniques, addressing both cognitive challenges and emotional needs.
3. Follow-Up Testing:
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