Dynamic assessment is useful for assessing outcome effects of cognitive education programs aimed at learning-how-to-learn skills¶
Claim · All claims
Evidence · 1 study · reviewr?·q2
Currency · newest study 2000 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The DA approach was found useful in assessing outcome effects of cognitive education programs aimed at enhancing learning-how-to-learn skills. → Tzuriel 2000
Evidence¶
Tzuriel 2000¶
Tzuriel, D. (2000). Dynamic Assessment of Young Children: Educational and Intervention Perspectives. Educational Psychology Review. https://doi.org/10.1023/A:1009032414088
q2 · i? · review · r?
The review reports that DA served as an outcome measure for cognitive education programs targeting "learning how to learn" skills. No specific program statistics are printed in the supplied text.
"The DA approach was found useful in assessing outcome effects of cognitive education programs aimed at enhancing “learning how to learn” skills."
Discussion¶
Related Claims¶
- Dynamic assessment reflects young children's learning potential more accurately than static tests, especially with minority and learning disabled children — related
- Open issues for dynamic assessment include cost-effectiveness, training, reliability and validity, and generalization — related
- Static individual assessment misses developing functions; ZPD-based assessment reveals potential competencies — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
da-assesses-cognitive-education-program-outcomes |
title |
Dynamic assessment is useful for assessing outcome effects of cognitive education programs aimed at learning-how-to-learn skills |
description |
Dynamic assessment is useful for assessing outcome effects of cognitive education programs aimed at learning-how-to-learn skills |
status |
review |
evidence_strength |
weak |
newest_evidence |
2000 |
generated |
by process:wiki-ingest on 2026-10-15 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — tzuriel-2000 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.