Details

<b>About the Author.</b> <p><b>List of Figures.</b></p> <p><b>List of Tables.</b></p> <p><b>Preface.</b></p> <p><b>Abbreviations.</b></p> <p><b>1 Introducing Dynamic Assessment and Intelligence.</b></p> <p>Introduction.</p> <p><i>Chapter Guide.</i></p> <p>Contextualization.</p> <p>History of Dynamic Assessment.</p> <p>Various Strands of Origin.</p> <p>Dynamic Assessment: Fundamentals.</p> <p>Intelligence.</p> <p>Measurement.</p> <p>Chapter Summary.</p> <p>A Glance at the Rest of the Book.</p> <p><b>2 Theory and Meta-Theory within Psychology.</b></p> <p><i>Chapter Guide.</i></p> <p>Science.</p> <p>Social Science.</p> <p>Psychology.</p> <p>Theory Appraisal.</p> <p>K. B. Madsen.</p> <p>Madsen's Overarching Framework: Systematology – A Comparative Meta-Theoretical Taxonomy.</p> <p><i>Chapter Summary.</i></p> <p><b>3 The Fundamentals of Assessment: Prime Considerations.</b></p> <p><i>Chapter Guide.</i></p> <p>Mathematical Foundation.</p> <p>Statistical Foundation.</p> <p>Measurement Foundation.</p> <p>Integrating Madsen – Attenuating the Framework.</p> <p><i>Chapter Summary.</i></p> <p><b>4 Dynamic Assessment and Intelligence: Exploring a Meta-Theoretical Framework.</b></p> <p><i>Chapter Guide.</i></p> <p>The LLT and the ACIL: Diagnostic Programmes.</p> <p>Assessing the Learning Potential for Inductive Reasoning (LIR) in Young Children.</p> <p>Dynamic Assessment for Students with Learning Disabilities.</p> <p>A Model for Dynamically Assessing Intelligence: Differences in Feedback.</p> <p>Dynamic Assessment of the Level of Internalization of Elementary Schoolchildren's Problem-Solving Activity.</p> <p>The Learning Potential Test for Ethnic Minorities (LEM).</p> <p>The Swanson-Cognitive Processing Test.</p> <p>Feuerstein's Learning Propensity Assessment Device.</p> <p>The Assessment of Learning Potential: the EPA Instrument.</p> <p>Application of Cognitive Functions Scale (ACFS).</p> <p>Analogical Reasoning Learning Test (ARLT).</p> <p>The Mindladder Model: Using Dynamic Assessment to Help Students Learn to Assemble and Use Knowledge.</p> <p>The Cognitive Modifiability Battery.</p> <p><i>Chapter Summary.</i></p> <p><b>5 Where to from Here?</b></p> <p><i>Chapter Guide.</i></p> <p><i>Chapter Summary.</i></p> <p><b>References.</b></p> <p><b>Index.</b></p>

 <br /> <br />

<b>Raegan Murphy</b> is Lecturer in Applied Psychology at University College Cork, Ireland. She is a chartered Psychologist with the British Psychological Society. Her publications have appeared in the <i>South African Journal of Psychology</i>, <i>The Journal of Cognitive Education and Psychology</i>, and <i>The Irish Journal of Psychology</i>.

<i>Dynamic Assessment, Intelligence and Measurement</i> outlines a unique new approach to the assessment of human intelligence, while remaining firmly embedded within the scientific realms of psychology. <p>After introducing readers to the interconnected domains of dynamic assessment, intelligence, and measurement, research psychologist and intelligence expert Raegan Murphy probes deeply into the philosophical underpinnings of the measurement models currently utilized in psychological assessment and practice. Then, with a seamless fusion of philosophy, science methodology, and meta-theory, she proceeds to construct a novel framework for the assessment of models and theories, dynamic assessment, intelligence, measurement theory and statistical significance testing. In her concluding chapter, Murphy reveals how the simultaneous consideration of the relationships between dynamic assessment, intelligence, and measurement can offer innovative insights into the future development of psycho-educational assessment.</p> <p><i>Dynamic Assessment, Intelligence and Measurement</i> signals a bold new direction in shaping our understanding of the most effective approaches to the development of human potential.</p>

Murphy's book on dynamic assessment represents a milestone in scholarship on this topic. Murphy offers a review and critique of dynamic assessment within the context of assessment of intelligence that will (should) generate discussion, challenge, and, possibly some controversy. Whatever the reaction of readers, it will be impossible to ignore this text, which I feel is destined to become a major resource in the history of development of dynamic assessment theory and procedures. Murphy's discussion is simultaneously comprehensive, complex, objective, and profound, in other words, a remarkable document<br />-<b>Dr. Carol S. Lidz</b>, <i>Philadelphia, USA</i> <p> Raegan Murphy delivers a masterful, wide-ranging analysis of philosophical, mathematical and scientific issues underlying dynamic assessment and intelligence. Seeking autonomy from ill-grounded ideas along the passage from philosophy to practice, Murphy illustrates how unsound presuppositions at one step often have emerged as unquestioned assumptions in others that follow upon it. Drawing on her multipart analysis, she highlights the choice to develop the field of dynamic assessment within the area created by the assessment of intelligence or within a new area created free from the fetters of ideas and conventions that may be unsuited to this field's purposes and goals. Aided by her pithy pen, Murphy's incisive scholarship identifies both warranted and unwarranted criticisms of dynamic assessment to enable a troubled, but promising field to take a big step to come of age.<br />-<b>Mogens R. Jensen</b>, <i>Director, International Center for Mediated Learning, USA</i></p>

GB