Lidz Carol S, Peña Elizabeth D
Semin Speech Lang. 2009 May;30(2):121-33. doi: 10.1055/s-0029-1215719. Epub 2009 Apr 27.
In this article we compare and contrast two frameworks for assessment that appear to share the same language yet produce very different approaches and outcomes: response to instruction/intervention and dynamic assessment. We explore the nature of each, elaborate their similarities and differences, and suggest there are sufficient similarities in goals and principles that the two should be melded into a single model that promotes development of learning competence in children. We specifically consider the relevance of the combined model of response to intervention plus dynamic assessment for professionals involved with language development and disorders.
在本文中，我们比较并对比了两种评估框架，它们看似使用相同的术语，却产生了截然不同的方法和结果：对教学/干预的反应和动态评估。我们探究了每种框架的本质，阐述了它们的异同，并指出在目标和原则方面存在足够的相似之处，以至于这两者应融合为一个促进儿童学习能力发展的单一模型。我们特别考虑了干预反应加动态评估的组合模型对从事语言发展和语言障碍工作的专业人员的相关性。
