This article continues the discussion about dynamic assessment begun in the last edition of this journal (Elliott, et al, 1996). It extends Elliott's (1993) analysis by exploring some of the reasons why dynamic assessment has not yet become a significant part of the practice of educational psychologists. It is hoped that both articles will contribute to current professional debate about the need to broaden our existing repertoire of assessment approaches ‐indeed, our zones of next development.
|Number of pages||6|
|Journal||Educational Psychology in Practice|
|Publication status||Published - 1997|
- educational psychology
- dynamic assessment
- assessment approaches