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.
To give a concrete example, consider an assessment asking children asked to solve a problem involving the area of a circle: Traditional assessment would identify the last child as solving the problem correctly, while the children with mistakes or no answers would receive no credit.
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.