Abstract
Dynamic assessment is an approach that is growing in popularity within the UK amongst practicing Educational Psychologists (EPs). Dynamic assessment integrates both assessment and intervention to understand how a learner learns (Stringer, 2008). It explores the child's cognitive, motivational, and emotional abilities, as well as their response to intervention through mediation (Tzuriel & Klein, 1987). Previous research (Lawrence & Cahill, 2014; Le et al., 2023; Stringer, 2008) has claimed that dynamic assessment leads to inclusive teaching practices. The current research aimed to explore EPs in the UK perspectives on the specific practices they use during a dynamic assessment to promote inclusive education, which is a core function of the EP.10 EPs who use dynamic assessment regularly in their practice were interviewed. The interview schedule was based around the components of Activity Theory (Engeström, 1987) to allow for an analysis of wider systemic influences. Reflexive Thematic Analysis (Braun & Clarke, 2019) was employed to analyse the interviews. This thesis found that when used effectively, dynamic assessment can promote inclusive practices by enhancing a learner's sense of self-competence, esteem, and agency, by identifying their strengths and providing an assessment which leaves them feeling good about themselves. It frames a student’s learning difficulties within their broader context, enabling modifications to tasks and mediation rather than merely identifying the learner’s needs. This approach also aids staff development by involving them in or video recording the assessment process and values the reflections and perspectives of all involved. Dynamic assessment provides a psychologically informed method of evaluating learning, fosters positive relationships among students, staff, and families, and presents an optimistic outlook which creates meaningful change.
These findings are discussed in relation to the context and reviewed literature, acknowledging both practical limitations and ideas for future research. Key findings and insights from the literature review were used to create a provisional reflective tool to assist EPs in considering the specific practices to promote inclusion when using dynamic assessment. Finally, a dissemination strategy, and concluding comments are provided.
| Date of Award | 10 Dec 2024 |
|---|---|
| Original language | English |
| Awarding Institution |
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| Supervisor | Dinithi Nisanka Wijedasa (Supervisor) & Rob Green (Supervisor) |
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