DADA

Dynamic Assessment and Video Interaction Guidance –

a Vygotsky-inspired union?

Miriam Landor, Dissertation projectMA Ed Psych 2006, University of Dundee

VIG

Plan: Plan:

A. The projectA. The project B. Theoretical backgroundB. Theoretical background C. The researchC. The research D. Results D. Results E. Reflective discussionE. Reflective discussion Questions and comments?Questions and comments?

A. The projectA. The project

1. Dynamic assessment

with child

6. Report to review meeting

5. Produce ‘learning profile’

4. Feedback meeting with child

and teacher

3. Analysis of assessment

results

2. Record results of

assessment

Project design

1 Video clips1 Video clipsDA session – learning DA session – learning

strategiesstrategies

CATM testCATM test

A:A: B;B; C:C: D=?D=?

??

1. Dynamic assessment

with child

6. Report to review meeting

5. Produce ‘learning profile’

4. Feedback meeting with child

and teacher

3. Analysis of assessment

results

2. Record results of

assessment

Project design

Feedback to child on Feedback to child on learning strategieslearning strategies

Feedback to teacher on Feedback to teacher on teaching strategiesteaching strategies

1. Dynamic assessment

with child

6. Report to review meeting

5. Produce ‘learning profile’

4. Feedback meeting with child

and teacher

3. Analysis of assessment

results

2. Record results of

assessment

Project design

Learning profileLearning profile

B. Theoretical backgroundB. Theoretical background

• Dynamic assessment and the legacy of Dynamic assessment and the legacy of VygotskyVygotsky The normal learning situation is within a socially The normal learning situation is within a socially

meaningful cooperative activitymeaningful cooperative activity Need to interact and try to produce change in learner Need to interact and try to produce change in learner

(ZPD) in order to understand (ZPD) in order to understand Pre-test and learning assessment together give better Pre-test and learning assessment together give better

indicators of individual’s ability, and of emergent indicators of individual’s ability, and of emergent functions, than either alonefunctions, than either alone

•Application of VIG Application of VIG approach to projectapproach to project

Using video clips to feed back positive moments Using video clips to feed back positive moments Looking for strengths e.g.Looking for strengths e.g.

successful problem-solving strategiessuccessful problem-solving strategies effective communication through primary and secondary intersubjectivity effective communication through primary and secondary intersubjectivity

(Trevarthen)(Trevarthen)

Harnessing the power of self-modellingHarnessing the power of self-modelling Facilitating child's reflection on ‘next steps’Facilitating child's reflection on ‘next steps’ Setting teaching and learning goals together (child, EP, teacher)Setting teaching and learning goals together (child, EP, teacher)

C. The researchC. The research

Research questions: Research questions: Does feeding back the results of dynamic Does feeding back the results of dynamic

assessment to the child bring about perceptions of assessment to the child bring about perceptions of positive change in the learning and teaching positive change in the learning and teaching strategies which help that child? strategies which help that child?

2. a) What are the key themes which can be 2. a) What are the key themes which can be extracted from an analysis of the baseline (pre-DA) extracted from an analysis of the baseline (pre-DA) and post-feedback questionnaires? and post-feedback questionnaires?

•Activities – collecting the Activities – collecting the evidenceevidence

Pre-assessment and post-feedback questionnaires, child Pre-assessment and post-feedback questionnaires, child and teacherand teacher

EP questionnairesEP questionnaires Data analysis – 1) perceptions of change; 2) key themesData analysis – 1) perceptions of change; 2) key themes Case studyCase study Observer of review meeting with video clipsObserver of review meeting with video clips Focus groupFocus group

D. Results D. Results Outcomes – 1Outcomes – 1perceptions of improvementsperceptions of improvements

0%

20%

40%

60%

80%

100%

ch'n t'chrs

+ve change total

teachingstrategies

learningstrategies -strengths

learningstrategies -challenges

Thematic analysis phase 1

a. Cognitive 106 (126)b. Affective & social 76 (86) c. Curriculum areas 96 (110)

d. Learning & teaching strategies (expanded in Table 2b below) 156 (179)

e. Project 18 (22)

a1 Behaviours 29 (34)

a2. Difficulties 28 (36)

a3. Strengths 27 (34)

a4. Language 16 (17)

a5. Dyslexia 6 (6)

b1. -ve state 24 (30)

b2. Social skills 22 (25)

b3. +ve state 19 (20)

b4. Behaviours 11 (11)

c1. Reading 22 (28)

c2. Maths 19 (24)

c3. DA blocks 11 (12)

c4. Writing 9 (9)

c5. Computer 7 (7)

c6. Spelling 6 (6)

c7. Art 4 (4)

c8. National tests 4 (4)

c9. Construction 2 (2)

c10. Miscellaneous 12 (14)

d1. Teaching 60 (71)

d2. Learning 48 (52)

d3. Support 24 (27)

d4. Ch’s understanding 24 (29)

e1. Don’t know 9 (10)

e2. No +ve change 7 (10)

e3. Data lost 2 (2)

Thematic analysis phase 1:2 d. Learning & teaching strategies (from table 2a above)

d1. Teaching strategies60 (71)

d1i. General help 15 (25)

d1ii. Actions – aff. 14 (14)

d1iii. Actions – cog. 9 (9)

d1iv. Multisensory 8 (8)

d1v. Structure 6 (6)

d1vi. Materials 5 (6)

d1vii. Difficulties 2 (2)

d1viii. Environment 1 (1)

d2. Learning strategies 48 (52)

48 (52) d3. Level of support 24 (27) d4. Child’s understanding 24 (29)

d2i Social 19 (20) d2ii Cognitive 29 (32)

d2iia Materials 10 (11)

d2iib Learnt strategies 6 (7)

d2iic Check 5 (6)

d2iid Take time 5 (5)

d2iie How to learn 3 (3)

d2ia Communicate 14 (14)

d2ib Time out 5 (6)

•Outcomes - 2Outcomes - 2

Key themesKey themes ↑ ↑ children’s awareness of emotions, relationships, children’s awareness of emotions, relationships,

strengthsstrengths ↑ ↑ helpful affective strategies e.g. asking for help, helpful affective strategies e.g. asking for help,

taking time out, Circle of friendstaking time out, Circle of friends ↓ ↓ citing of curricular areas as challengesciting of curricular areas as challenges ↓ ↓ suggesting additional support as helpful strategysuggesting additional support as helpful strategy(Outcomes – 3 Case study)(Outcomes – 3 Case study)

E. Reflective discussionE. Reflective discussion

Research questions answeredResearch questions answered Perceptions of change, not actual changePerceptions of change, not actual change No control group and many variablesNo control group and many variables Time-consuming vs. effectiveness / efficiencyTime-consuming vs. effectiveness / efficiency Rigorous approach to criteria for qualitative research and Rigorous approach to criteria for qualitative research and

thematic analysis, and to ethical standardsthematic analysis, and to ethical standards Constructivist, exploratory and interpretative nature of Constructivist, exploratory and interpretative nature of

enquiry made explicitenquiry made explicit

ConclusionConclusion

Feeding back results of DA to child leads to Feeding back results of DA to child leads to perceptions of positive change from children, perceptions of positive change from children, teachers and EPsteachers and EPs

Using video in feedback sessions and review Using video in feedback sessions and review meetings is particularly helpfulmeetings is particularly helpful

Key theme is importance of affective factors in Key theme is importance of affective factors in cognitive areas of teaching and learningcognitive areas of teaching and learning

Thank you!Thank you!

DADA

Miriam LandorDissertation projectMA Ed Psych 2006University of Dundee

VIG – a perfect match?

AcknowledgementsAcknowledgements

My thanks go toMy thanks go to Fraser Lauchlan and Donna Carrigan, contributors; Ian Fraser Lauchlan and Donna Carrigan, contributors; Ian

Pennicard, observer. Pennicard, observer. Hilary Kennedy, dissertation supervisor.Hilary Kennedy, dissertation supervisor. Placement colleagues, schools and familiesPlacement colleagues, schools and families Staff and students, MSc Ed Psych, University of DundeeStaff and students, MSc Ed Psych, University of Dundee West Lothian Psychological ServiceWest Lothian Psychological Service Scottish Division of Educational Psychologists (British Scottish Division of Educational Psychologists (British

Psychological Society)Psychological Society)

Key ReferencesKey References Braun, V. and Clark, V. (2006) Using thematic analysis in psychology Braun, V. and Clark, V. (2006) Using thematic analysis in psychology Qualitative Research in Qualitative Research in

Psychology 2006; Psychology 2006; 3; 3; 77-10177-101 Kennedy, H. and Forsyth, P. 2004 Kennedy, H. and Forsyth, P. 2004 VIGuk Training Handbook (unpublished) VIGuk Training Handbook (unpublished) Dundee: VEROC Centre, Dundee: VEROC Centre,

University of DundeeUniversity of Dundee Lidz, C. S, and Elliott, J. G. 2000 Introduction to dynamic assessment Lidz, C. S, and Elliott, J. G. 2000 Introduction to dynamic assessment in in Lidz, C. S, and Elliott, J. G. Lidz, C. S, and Elliott, J. G.

2000, eds., 2000, eds., Dynamic assessment: prevailing models and applications Dynamic assessment: prevailing models and applications New York: Elsevier Science Inc. New York: Elsevier Science Inc. Scottish Executive (2005) Scottish Executive (2005) Supporting children’s learning (Code of practice). Supporting children’s learning (Code of practice). Edinburgh: Scottish Edinburgh: Scottish

ExecutiveExecutive Tzuriel, D. (1995) Tzuriel, D. (1995) Cognitive Modifiability Battery (CMB) test: Assessment and intervention – instruction Cognitive Modifiability Battery (CMB) test: Assessment and intervention – instruction

manual manual Ramat Gan, Israel: Bar-Ilan UniversityRamat Gan, Israel: Bar-Ilan University Tzuriel, D. and Klein, P. S. (1990) Tzuriel, D. and Klein, P. S. (1990) Children’s Analogical Thinking Modifiability (CATM) test – Instruction Children’s Analogical Thinking Modifiability (CATM) test – Instruction

manual manual Ramat Gan, Israel: Bar-Ilan UniversityRamat Gan, Israel: Bar-Ilan University Whitney, D. and Trosten-Bloom, A. (2003)Whitney, D. and Trosten-Bloom, A. (2003)The power of appreciative inquiry: a practical guide to The power of appreciative inquiry: a practical guide to

positive changepositive change San Francisco: Berrett-Kochler Publishers, Inc. San Francisco: Berrett-Kochler Publishers, Inc.

Contact details: miriam.landor@wled.org.ukContact details: miriam.landor@wled.org.uk