A Literature Review on Dynamic Assessment in Special Needs Education

Abstract

This paper summarizes the major approaches to Dynamic Assessment (DA) that have been developed so far, and reviews international research on DA in special needs education, with a view to future research. DA is classified as interactionist or interventionist according to the type of interaction between examiner and examinee. The tasks used in DA are broadly classified into domain-specific and domain-general tasks. In DA for children with intellectual disabilities and developmental disabilities and dealing with domain-general tasks, there are many interactionist approaches, and most of the studies have been experimental. In the future, while assuming the establishment of the reliability and validity of DA, there is a need for research that returns to the integration of instruction and assessment, which is the original goal of DA, through case studies in the field of education, and that sets the primary goal of linking the results of assessment to actual instruction.