The development of a new method of idiographic measurement for dynamic assessment intervention

• Authors: Emma Hurley , Raegan Murphy
• Languages of publication: EN

Abstracts

EN

This paper proposes a new method of idiographic measurement for dynamic assessment (DA) intervention. There are two main methods of measurement for DA intervention; split -half tests and integrated scoring systems. Split-half tests of ability have proved useful from a research perspective. Integrated scoring systems coupled with case studies are useful from a practitioner perspective. The purpose of this research is to bridge the gap between research and practice by developing a methodology that is compatible with both. To this end the paper proposes a measureable idiographic method of measurement, which utilises multi-dimensional scaling (MDS) and general procrustean analysis (GPA) to analyse the result of card-sort data gathered from a learner across the entire intervention. This approach provides a method of assessment, which is both compatible with individual intervention and suited to building a body of evidence-based research for DA. An example of the method in practice is given for illustrative purposes. The initial results suggest that this approach provides a methodology that satisfies the requirements of both practitioners when formulating targeted intervention and researchers who require methods of measurement of change in ability of the individual over time.

Keywords

EN

dynamic assessment; idiographic measurement; multi-dimensional scaling; general procrustean analysis; change-based assessment; personal construct theory; implicit association test

• Publisher: Sciendo
• Journal: Journal of Pedagogy
• Year: 2015
• Volume: 6
• Issue: 1
• Pages: 43-60

Dates

published

2015-06-01

online

2015-07-24

Contributors

author

Emma Hurley

• University College Cork College of Arts, Celtic Studies and Social Sciences School of Applied Psychology Cork Enterprise Centre, North Mall University College Cork Cork Ireland

author

Raegan Murphy

• University College Cork College of Arts, Celtic Studies and Social Sciences School of Applied Psychology Cork Enterprise Centre, North Mall University College Cork Cork Ireland

References

• Allport, G. W. (1937). Personality: A psychological interpretation. New York: Holt.
• Bandura A. (1971). Social learning theory. Stanford: General Learning Corporation.
• Barrett, P.T. (2003). Beyond psychometrics: measurement, non-quantitative structure, and applied numerics. Journal of Managerial Psychology, 18(3), 421-439.
• Binet, A., & Simon, T. (1905). Application des methods nouvelles au diagnostic du niveau Intellectual des anormaux d’hospice et d’école primaire. [Application of new methods for the diagnosis of intellectual level of abnormal persons in institutions and elementary schools]. Année Psychologique, 11, 245-336.
• Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA.: Harvard University Press.
• Bruner, J. S. (1960). The process of education. Cambridge, Mass: Harvard University Press.
• Buja, A, Swayne, D., Littman, M.L. Dean, N., & Hoffamnn, H. (2008) Interactive data visualization with multidimensional scaling. Journal of Computational and Graphical Statistics, 17(2), 444-472. Education Act (1998). Dail Eireann Ireland.
• Feuerstein, R. (1979). The dynamic assessment of retarded performance. Baltimore, MD.: University Park Press.
• Fransella, F. (2005). the essential practitioners’ handbook of personal construct psychology. John Chichester, UK: Wiley & Sons.
• Fransella, F., Bell, R., & Bannister, D. A. (2003). Manual for repertory grid technique. UK: John Wiley & Sons.
• Hammond, S. (2014). MDA and GPA software for analysis of idiographic data form multiple card-sorts. Copyright 2014.
• Hammond, S., & O’Rourke, M. (2007). The measurement of individual change: A didactic account of an idiographic approach. Psychology, Crime & Law 13(1), 81 - 95.
• Harré, R. (1998). The singular self: An introduction to the psychology of personhood. London: Sage.
• Haywood, H. C. (2008). Twenty years of IACEP, and a focus on dynamic assessment: Progress, problems, and prospects. Journal of Cognitive Education and Psychology. 7(3), 419-442.
• Hurley, E. (2013a). Integrated social learning theory - A dynamic alternative to current theory and practice in psycho-educational assessment and intervention for marginalized individuals. Presentation IACEP Conference, Leiden, The Netherlands.
• Hurley, E. (2013b). An IAT test measuring attitudes to formal education. Copyright E. Hurley.
• Kelly, G.A. (1955). The psychology of personal constructs. New York: Norton.
• Kruskal, J.B., & Wish, M. (1978). Multidimensional scaling. Sage University Paper series on Quantitative Applications in the Social Sciences. Beverly Hills and London: Sage Publications.
• Lang, P.J., Bradley, M.M., & Cuthbert, B.N. (2008). International affective picture system (IAPS): Affective ratings of pictures and instruction manual. Technical Report A-8. University of Florida. USA.
• Lidz, C. S. (1991). A Practitioner‘s guide to dynamic assessment. New York : Guilford Press.
• Lidz, C.S., & Elliott, J.G. (2000). Dynamic assessment: Prevailing models and applications. USA: Elsevier Science.
• Lingoes, J.C., Roskam, E.E., & Borg, I. (1979). Geometric representations of relational data- readings in multidimensional scaling. USA: Mathesis Press.
• Lodge, A., & Lynch, K (2004). Diversity at school. Dublin: The Equality Authority.
• Luria, A.R. (1976). Cognitive development: Its cultural and social foundations. USA: Harvard University Press.
• Luria, A.R. (1979). The making of mind: A personal account of soviet psychology. Cambridge, MA.: Harvard University Press.
• Mischel, W. (1973). Toward a cognitive social learning reconceptualization of personality. Psychological Review, 80(4), 252-283.
• Molenaar, P.C.M. (2004). A manifesto on psychology as idiographic science: bringing the person back into scientific psychology, this time forever. Measurement, 2(4), 201-218.
• Murphy, R. (2010). Dynamic assessment, intelligence and measurement. London: Wiley & Sons. London. Psychological Society of Ireland. (2008). Code of professional ethics. Dublin: Psychological Society of Ireland.
• Rogers, C. (1959). A theory of therapy, personality and interpersonal relationships as developed in the client-centered framework. In S. Koch (Ed.). Psychology: A study of a science. Vol. 3: Formulations of the Person and the Social Context. New York: McGraw Hill.
• Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University Press.
• Runyan, W.M. (1983). Idiographic goals and measures in the study of lives. Journal of Personality. 51(3), 413-437.
• Sternberg, R. J., & Grigorenko, E. L. (2002). Dynamic testing: The nature and measurement of learning potential. Cambridge: Cambridge University Press.
• Steyvers, M. (2002). Multidimensional scaling. In: Encyclopedia of cognitive science.
• Stroop, J.R. (1935). Studies of interference in serial verbal reactions. Journal of Experimental Psychology. 18(6), 643-662.
• Van Geert, P. (1994). Dynamic systems of development. UK: Harvester Wheatsheaf.
• Vygotsky, L. S. (1978). Mind in Society: The development of higher-order psychological processes. Cambridge, MA: Harvard University Press.
• Whaley, A., & Longoria, R.A. (2008). Preparing Card Sort Data for Multidimensional Scaling Analysis in Social Psychological Research: A Methodological Approach. The Journal of Social Psychology, 148(2), 105-115.
• Young, F.W. (1987). Multidimensional Scaling: History, Theory, and Applications. New York: Erlbaum Associates

Identifiers

DOI

10.1515/jped-2015-0003