DA Dynamic Assessment and Video Interaction Guidance – a Vygotsky-inspired union? Miriam Landor, Dissertation project MA Ed Psych 2006, University of Dundee VIG

Plan:  A. The project  B. Theoretical background  C. The research  D. Results  E. Reflective discussion  Questions and comments?

A. The project

1 Video clips DA session – learning strategies

CATM test A:B;C:D=? ?

Feedback to child on learning strategies

Feedback to teacher on teaching strategies

Learning profile

B. Theoretical background Dynamic assessment and the legacy of VygotskyDynamic assessment and the legacy of Vygotsky  The normal learning situation is within a socially meaningful cooperative activity  Need to interact and try to produce change in learner (ZPD) in order to understand  Pre-test and learning assessment together give better indicators of individual’s ability, and of emergent functions, than either alone

Application of VIG approach to projectApplication of VIG approach to project  Using video clips to feed back positive moments  Looking for strengths e.g.  successful problem-solving strategies  effective communication through primary and secondary intersubjectivity (Trevarthen)  Harnessing the power of self-modelling  Facilitating child's reflection on ‘next steps’  Setting teaching and learning goals together (child, EP, teacher)

C. The research Research questions:  Does feeding back the results of dynamic assessment to the child bring about perceptions of positive change in the learning and teaching strategies which help that child?  2. a) What are the key themes which can be extracted from an analysis of the baseline (pre- DA) and post-feedback questionnaires?

Activities – collecting the evidenceActivities – collecting the evidence  Pre-assessment and post-feedback questionnaires, child and teacher  EP questionnaires  Data analysis – 1) perceptions of change; 2) key themes  Case study  Observer of review meeting with video clips  Focus group

D. Results Outcomes – 1 perceptions of improvements

Outcomes - 2Outcomes - 2  Key themes  ↑ children’s awareness of emotions, relationships, strengths  ↑ helpful affective strategies e.g. asking for help, taking time out, Circle of friends  ↓ citing of curricular areas as challenges  ↓ suggesting additional support as helpful strategy (Outcomes – 3 Case study)

E. Reflective discussion  Research questions answered  Perceptions of change, not actual change  No control group and many variables  Time-consuming vs. effectiveness / efficiency  Rigorous approach to criteria for qualitative research and thematic analysis, and to ethical standards  Constructivist, exploratory and interpretative nature of enquiry made explicit

Conclusion  Feeding back results of DA to child leads to perceptions of positive change from children, teachers and EPs  Using video in feedback sessions and review meetings is particularly helpful  Key theme is importance of affective factors in cognitive areas of teaching and learning

Thank you!

Acknowledgements  My thanks go to  Fraser Lauchlan and Donna Carrigan, contributors; Ian Pennicard, observer.  Hilary Kennedy, dissertation supervisor.  Placement colleagues, schools and families  Staff and students, MSc Ed Psych, University of Dundee  West Lothian Psychological Service  Scottish Division of Educational Psychologists (British Psychological Society)

Key References  Braun, V. and Clark, V. (2006) Using thematic analysis in psychology Qualitative Research in Psychology 2006; 3;  Kennedy, H. and Forsyth, P VIGuk Training Handbook (unpublished) Dundee: VEROC Centre, University of Dundee  Lidz, C. S, and Elliott, J. G Introduction to dynamic assessment in Lidz, C. S, and Elliott, J. G. 2000, eds., Dynamic assessment: prevailing models and applications New York: Elsevier Science Inc.  Scottish Executive (2005) Supporting children’s learning (Code of practice). Edinburgh: Scottish Executive  Tzuriel, D. (1995) Cognitive Modifiability Battery (CMB) test: Assessment and intervention – instruction manual Ramat Gan, Israel: Bar-Ilan University  Tzuriel, D. and Klein, P. S. (1990) Children’s Analogical Thinking Modifiability (CATM) test – Instruction manual Ramat Gan, Israel: Bar-Ilan University  Whitney, D. and Trosten-Bloom, A. (2003)The power of appreciative inquiry: a practical guide to positive change San Francisco: Berrett-Kochler Publishers, Inc.  Contact details: