Learning Potential Assessment for Preschool Children. Final Report.

Two methods of dynamic assessment, graduated prompt and mediation, were compared to each other and to static assessment of 60 mildly mentally retarded or academically at risk preschoolers. Measures included Ss' classification as learner or nonlearner, achievement on independent performance, achievement on pretest and transfer posttest, observed off-task behavior, and amount of time in training. Dynamic models were chosen because of advantages in identifying children with intellectual deficits and ascertaining educationally relevant diagnostic information. Ss receiving dynamic assessment showed learning potential not exhibited on static assessment. Ss receiving mediation dynamic assessment performed a transfer task better than the graduated prompt and static assessment groups. Amount of training time did not account for results. (Author/CL)