This article comprises two parts. This part provides an introduction to dynamic assessment, and in particular the work of Feuerstein, Tzuriel and their colleagues in Israel. A case example is outlined, in which dynamic assessment materials developed by Tzuriel are used. Part 2 of this article, to be published in the next issue of this journal, discusses some of the possible reasons why dynamic assessment, despite its value, has not yet become a significant feature of educational psychologists’ practice.
- dynamic assessment
- educational psychologists
- child education
Elliot, 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), 152-160. https://doi.org/10.1080/0266736960120303