Non-intellective Factors in Dynamic Assessment [antikvár]

7 Non-intellective Factors in Dynamic Assessment^ David Tzuriel, Marilyn T. Samuels and Reuven Feuerstein The assessment of non-intellective factors in a test situation is of critical importance for the understanding of a child's test performance as well as for explaining learning difficulties in school and in everyday activities. Elaborated theories have referred to the relationship between intellectual development and various aspects of motivation and personality (Harter, 1978, 1980; Hunt, 1965; McClelland, 1961; White, 1959). Many investigators have related cognitive development and scholastic achievement to intrinsic motivation (Haywood, 1971; Haywood and Burke, 1975), competence motivation (Harter, 1980), locus of control (Stipek and Weisz, 1981; Findley and Cooper, 1983), achievement motivation (Alschuler, 1973; McClelland, 1961) and anxiety (Kirkland, 1971). Surprisingly, however, research on the effects of various non-intellective factors on test performance is scaro especially in the area of dynamic assessment of cognitive performance. The purpose of this paper is to illuminate the effects of non-intellective factors on test performance and to suggest some ways of modifying their effect during a dynamic assessment procedure. We will refer specifically to the Learning Potential Assessment Device (LPAD), a dynamic approach developed by Feuerstein, Rand and Hoffman (1979). A brief review of the literature on the effects of non-intellective factors on test performance is presented. This is followed by an introduction to Feuerstein's theoretical and practical approach to assessment of cognitive functioning. A discussion of the examiner-examinee interactions will then be presented followed by a section on the assessment and modification of specific non-intellective factors during dynamic assessment. Finally, some critical Mediated Learning Experience (MLE) criteria that affect non-intellective factors will be discussed. 141