A Comparison of Teachers' Responses to Dynamic and Traditional Assessment Reports

Abstract

Teachers trained in one of two highly contrasting models of education for preschool children rated psychoeducational assessment reports on two scales designed to tap report characteristics and expectations for the examinee's learning potential. One-half of the teachers were trained in the traditional DISTAR model; the other half were trained in the Coged model. One-half of the teachers of each background read a report based on a traditional psychoeducational report; the other half read a report based on a dynamic assessment report. Neither type of report was rated higher for its contributions to program planning. Several interactions between teacher training and report type were obtained. We conclude that the usefulness of an assessment report depends on a number of factors including type of assessment conducted, the contents of the report, and the theoretical perspective of the consumer of the report.