The dynamic evaluation of the learning potential: a procedure

Abstract

The interest in the cognitive processes and the possibility of its evaluation and intervention for improvement have stimulated the development of theoretical and methodological perspectives related to their nature, measurement and modifiability. The construct of the Proximal Development Zone (PDZ, Vygotsky, 1979) and research concerning the evaluation of learning potential, have established the basis of strategies relating to amplitude. One way to estimate the amplitude of the PDZ consists of recording the number of incitations or cues required in order for the child to solve a specific problem. An ample PDZ would be characterized as having a low amount of these incitations from the mediator as long as the subject makes progress in solving the task at hand. This decrease is considered as an indicator of the speed of learning and the degree of transference. In the exploration of cognitive processes, the dynamic evaluation of learning potential is an alternative that allows for the enquiry of the ways the person being examined profits from the help of the examiner-mediator during the evaluation process in a particular domain or content.This project has made it possible to go deeper into the theoretical and methodological aspects concerning intellectual potential and to design a set of materials for dynamic evaluation. The application of these resources was carried out by a group of children of 6-7 years who attended a school in the city of La Plata, Argentina.The paper presents a synthesis of the theoretical- methodological aspects, a description of the phases of the project and some results.