Name : Celinda Viora

Class: 5A

NPM: 152122140

No. Point Description

1. Psychometric Criticisms of DA
1.1 The Purpose of Assessing:
Measurement or Interpretation?
1.2 Generalizability
1.3 Validity
A highly reliable assessment is problematic in DA
because it suggests that the procedure failed to
promote development. the word ‘dynamic’ implies
change and not stability. Items on traditional
measures are deliberately selected to maximize
stability, not necessarily to provide an accurate
reflection of stability or change in the ‘real’ world”
Generalizability is connecting assessment
performance with the “real” world resonates with
discussions of the generalizability of assessment
outcomes. Generalizability concerns the degree to
which one can make statements about individuals’
performance in non-assessment contexts on the
basis of their performance during assessment
Validity concerns the meaning that can be
attributed to assessment performance, and in
particular what this performance reveals about
individuals’ underlying knowledge or abilities.
concurrent validity and predictive validity are
perhaps the most wellknown methods of
statistically establishing an assessment’s
legitimacy. The higher the correlation between the
two assessments, the more valid the assessment is
said to be.
 1.4 Development-referenced
Assessment
2. Mediating Learner Development
2.1 Interactions During Classroom FA impacts classroom instruction were identified in
Assessment:
Affective Support
2.2 Interactions During Classroom
Assessment:
Supporting Task Completion
2.3 Interactions During Classroom
Criterionreferenced assessment describes the
success or failure of examinees to meet some
predetermined level of knowledge or ability. Norm-
Referenced assessment defines an individual’s
performance in relation to other examinees. In both
cases, standardization and lack of interaction are
assumed. DA can more appropriately be thought of
as development-referenced because, as explained
above, its effectiveness depends upon the impact it
has on learner development.
FA “allows teachers to diagnose students’ strengths
and weaknesses in relation to specific curricular
objectives and thus guides them in organizing and
structuring instructional material”
the teachers’ responses: it helps teachers plan and
manage their instruction; it provides evidence of
student learning; it indicates the extent to which
curricular objectives have been met; and it provides
evidence for evaluating teacher effectiveness. High-
stakes decisions are often predicated on learners’
in-class performance and they express concern that
the unsystematic nature of the assessments may
lead to underestimates and overestimates of
learners’ abilities, with the result that learners do
not receive appropriate instruction
Task completion may be a part of DA, but the goal
is to understand and promote learner development;
task completion is simply a natural outcome of this
focus.
Careful attention must be given not only to
 Assessment: Promoting mediating moves in DA but also to learners’
Learner Development reciprocating behaviors as these help to round out
the picture of development
3 Learner Reciprocity The focus of interventionist DA is to determine the
degree of explicitness of mediation required to
prompt a correct response from the learner.
Interactionist DA is understands performance as an
ongoing negotiation between mediator and learner
in which both contribute differently Sand through
which learners come to participate in more agentive
ways