5 Dynamics Assessment

[Lane Frisch]

Dynamicassessment is a kind of interactive assessment used in education and the helping professions. Dynamic assessment is a product of the research conducted by developmental psychologist Lev Vygotsky. It identifies

The dynamic assessment procedure accounts is highly interactive and process-oriented[1] It has become popular among educators, psychologists, and speech and language pathologists.[2][3][4] It is an alternative to the wide range of mastery-based measurements, although the cost has historically been prohibitive for wide-scale adoption.

Traditional assessment would identify the last child as solving the problem correctly, while the children with mistakes or no answers would receive no credit. A dynamic assessment would place the children in three different categories: those who cannot solve the problem, those who can with help, and those who can independently. Vygotsky's theory is that a measurement of the outer limit of the ZPD is a more accurate measure of children's development than a measure of the outer limit of the ZAD, since concepts in the ZPD move into the ZAD within a few years.

Vygotsky's 1933 notion of the zone of proximal development served as the basis of his proposal to measure development using moderately assisted problem solving rather than from the child's independent problem solving.[5] The range between the higher level of potential and the lower level of actual development indicates the zone of proximal development. Combination of these two indexes provides a more informative indicator of psychological development than assessment of actual development alone.[6][7]

The ideas on the zone of development were later developed in a number of psychological and educational theories and practices. Most notably, they were developed under the banner of dynamic assessment that focuses on the testing of learning and developmental potential[8][9][10] (for instance, in the work of H. Carl Haywood and Reuven Feuerstein). Dynamic assessment also received considerable support in the recent revisions of cognitive developmental theory by Joseph Campione, Ann Brown, and John D. Bransford and in theories of multiple intelligences by Howard Gardner and Robert Sternberg.[11]

Dynamic assessment is an interactive approach to psychological or psychoeducational assessment that embeds intervention within the assessment procedure. For example, there may be a pretest, then an intervention, and then a posttest. This allows the assessor to determine the response of the client or student to the intervention, and group students into ones who can solve a problem independently, with the help of the intervention, or not at all. There are a number of different dynamic assessment procedures that have a wide variety of content domains.

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The governing international standard for the development of prosthetic heart valves is International Organization for Standardization (ISO) 5840. This standard requires the assessment of the thrombus potential of transcatheter heart valve substitutes using an integrated thrombus evaluation. Besides experimental flow field assessment and ex vivo flow testing, computational fluid dynamics is a critical component of this integrated approach. This position paper is intended to provide and discuss best practices for the setup of a computational model, numerical solving, post-processing, data evaluation and reporting, as it relates to transcatheter heart valve substitutes. This paper is not intended to be a review of current computational technology; instead, it represents the position of the ISO working group consisting of experts from academia and industry with regards to considerations for computational fluid dynamic assessment of transcatheter heart valve substitutes.

When working with multiple teams, it can feel impossible to manage each one effectively. With leadership strategies, team collaboration analyses and employee work style breakdowns, you have a custom roadmap for navigating team dynamics.

Understanding how you prefer to work, learn and collaborate is a simple way to set yourself up for success. With Simpli5 as your personal guide, you can overcome roadblocks, maneuver tough situations with teammates and get the most out of every work day.

The 5 Dynamics suite of tools has been a trusted resource and companion to much of my work with business leaders in learning how to better manage their energy, enhance their awareness, and optimize their impact. Quick, easy to use, real, effective, and with ripple effects both individually and as a team, this has long been my tool of choice in our executive programs.

The 5 Dynamics software permitted us to design more effective teams for our project- and team-based introductory science course and helped my students develop better collaborative skills and prepare them better for a life of collaborations.

Simpli5 gives us a consistent opportunity to be proactive by spotting gaps and offering solutions. It is also an accelerator for collaboration by supporting teams in devoting their full attention to the shared goal of creating impact rather than losing time, energy and facing frustration by navigating team dynamics in a blind.

The Conflict Dynamics Profile (CDP), an assessment instrument measuring conflict behaviors, is an excellent resource to increase self-awareness and improve conflict management skills. The CDP is unlike any other assessment tool in that it focuses specifically on conflict behaviors, rather than styles. It helps individuals and teams understand how they respond to conflict, what triggers can escalate conflict, and how to manage conflict more effectively.

Since the topic of conflict is so universal, there are numerous ways to use the CDP. From leadership development training with individuals and teams to coaching settings with high-potential managers, the CDP can identify both strengths as well as problem areas.

The CDP is an excellent tool to explore how conflict is being managed in an organization. The language of the instrument provides an excellent starting point for how to describe and measure a desired approach to workplace conflict. By learning these new components as part of an orientation session, new employees can adjust their personal behavior to match up with the cultural norms of the organization.

The CDP is particularly helpful in team settings. In addition to each individual report, a group report can be generated that outlines team behaviors and responses. This report often opens up the door for effective conversations about acceptable responses to conflict and hot button triggers. Members of the team learn how certain behaviors might inadvertently trigger irritation in their colleagues as well as how to avoid pushing these hot buttons.

When a client is sensitive to feedback from others or reluctant to use a multi-rater instrument, the CDP can still be used to focus on conflict patterns. The CDP helps the client consider his or her responses to conflict and provides comparisons to a large norm group. It can be a helpful first step in diagnosing areas of strength and developmental opportunities.

The CDP-I report contains graphs measuring constructive behaviors, destructive behaviors, and hot buttons. It is accompanied by a 40-page Development Guide which gives suggestions for improving behaviors and cooling hot buttons.

The CDP-360 report is much more comprehensive. In addition to containing graphs measuring constructive behaviors, destructive behaviors, and hot buttons, it also has narrative comments from other raters, measures of the organizational importance of various conflict behaviors, and indications of how the individual is viewed during different stages of conflict. Accompanying the CDP-360 report is a 115-page Development Guide with suggestions for development, recommended resources, and guidelines for successful action planning.

Mark H. Davis, Ph.D. is an award-winning Professor of Psychology at Eckerd College and has authored several highly-regarded assessment instruments, including the Conflict Dynamics Profile (CDP). He is the author of over 45 articles and chapters in the area of Social Psychology as well as a book, Empathy: A Social Psychological Approach. Mark is also a consulting editor for Personality and Social Psychology Bulletin. In addition to his primary interests in studying empathy, interpersonal conflict and entrepreneurial mindset, Mark has also done research into such topics as why movies released late in the year receive more Academy Award nominations, and whether major league batters perform more poorly in pressure situations. This may explain why he watches so many movies and has season tickets to the Tampa Bay Rays. Mark received his B.A. in Psychology and Political Science from the University of Iowa and his Ph.D. in Psychology from the University of Texas at Austin.

Linda A. Kraus, Ph.D. is a court and family mediator as well as a consultant to organizations on issues of conflict, curriculum and training, and evaluation research. She has over 15 years of experience in teaching Sociology and conducting research on social relationships. She received her Ph.D. in Sociology from Indiana University and her M.A. in Sociology and B.A. in Psychology from East Carolina University.

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