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Titlebook: Interactive Assessment; H. Carl Haywood,David Tzuriel Book 1992 Springer Science+Business Media New York 1992 Entwicklungstest.Intelligenz

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發(fā)表于 2025-3-21 19:21:37 | 只看該作者 |倒序?yàn)g覽 |閱讀模式
書目名稱Interactive Assessment
編輯H. Carl Haywood,David Tzuriel
視頻videohttp://file.papertrans.cn/471/470465/470465.mp4
叢書名稱Disorders of Human Learning, Behavior, and Communication
圖書封面Titlebook: Interactive Assessment;  H. Carl Haywood,David Tzuriel Book 1992 Springer Science+Business Media New York 1992 Entwicklungstest.Intelligenz
描述The terms interactive and dynamic would never have been associated with psychological and psychoeducational assessment a generation ago. They have currency now because of widespread dissatisfaction with the normative, standardized testing model, criticism of theoretical concepts of intelligence, recognition of abuses of standardized intelligence testing, and frustration with prediction and classification as primary goals of assessment. It is almost certainly true that public policy concerns propel scientific activity far more often than science propels public policy! In the case of psychological assessment, public policy concerns have arisen in the last 20 years primarily around issues of possible "discrimination" against members of ethnic minorities. At the same time, there has been a re- surgence of dedication to "excellence in education" goals. These concerns have led to such extreme measures as prohibition of the use of standard- ized intelligence tests to determine school placement decisions, especially for minority children. They have led also to a search for alternatives to standardized, normative testing. The chapters in this volume represent a variety of answers to this ne
出版日期Book 1992
關(guān)鍵詞Entwicklungstest; Intelligenztest; Sozialisation; attention; intelligence; kognitive Entwicklung; learning
版次1
doihttps://doi.org/10.1007/978-1-4612-4392-2
isbn_softcover978-1-4612-8753-7
isbn_ebook978-1-4612-4392-2
copyrightSpringer Science+Business Media New York 1992
The information of publication is updating

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發(fā)表于 2025-3-21 23:14:47 | 只看該作者
Psychoeducational Assessment from a Transactional Perspectivetext is explicit and well understood by practitioners. Psychological assessment that is done for educational purposes, that is, psychoeducational assessment, is undertaken in a special context: the effort to construct effective programs of education based upon individual characteristics and needs of
板凳
發(fā)表于 2025-3-22 01:45:18 | 只看該作者
The Learning Test Concept: Origins, State of the Art, and Trends and theoretical foundations. In a letter to Eduard Spranger, Wilhelm Wundt already criticized intelligence testing of pupils for being too practice-oriented. Further suggestions for improvement, even for more dynamic assessment of intelligence, have been made for decades. Even so, the practice of i
地板
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Assessment of Attention, Simultaneous-Successive Coding, and Planningk, 1973). In response to this shift from ability to process, some psychologists have turned to information processing (e.g., Hunt, 1980; Simon, 1981) because the broad framework that information processing provides can accommodate disparate approaches to intelligence such as computer-based and neuro
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發(fā)表于 2025-3-23 04:17:18 | 只看該作者
Assessing Cognitive Modifiability of Infants and Toddlers: Observations Based on Mediated Learning Etein, Rand, & Hoffman, 1979) taps the individual’s performance before, during, and after a learning situation. I suggest in this chapter the application of the theory of cognitive modifiability, which serves as the basis for dynamic assessment, to the evaluation of the adult-child interactions occur
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發(fā)表于 2025-3-23 06:25:07 | 只看該作者
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