CFP: Access and Fairness in Education Through Dynamic Assessment

[Francis Hult]

Via AAAL...
 
 

CALL FOR PAPERS

 

Special Issue of:

Assessment in Education: Principles, Policy and Practice

 

Addressing Issues of Access and Fairness in Education Through Dynamic Assessment

 

Guest Editors: Matthew E. Poehner & Pauline Rea-Dickins

 

Assessment in Education is seeking submissions on the topic of Dynamic Assessment for a special edition entitled: Addressing Issues of Access and Fairness in Education Through Dynamic Assessment.  

 

Dynamic Assessment (DA) is rooted in the Sociocultural Theory of Mind elaborated by the Russian psychologist L.S. Vygotsky more than eighty years ago.  According to this view, human cognitive abilities emerge through participation in activities mediated by cultural artefacts and dialogic interaction with others.  A central tenet of this theory is that independent performance reveals only abilities that have already fully developed, and to understand abilities still in the process of forming one must offer mediating support when problems arise and note the individual's responsiveness.  This process affords the possibility to diagnose the underlying causes of poor performance and to intervene in the development of abilities.  From its inception, this interactive approach to simultaneously assessing and promoting development has held great potential for ameliorating the educational opportunity for all learners and particularly for populations who may be disadvantaged by more traditional forms of assessment.     

 

This special edition invites high quality original submissions that address theoretical or conceptual issues relevant to the use of DA in educational contexts, that describe new approaches to DA, or that report the application of DA procedures to new challenges and diverse populations.  Possible topic areas include but are limited to the following:

 

·         Standardized and open-ended or dialogic approaches to DA

·         Use of DA in formal as well as informal (including classroom) contexts

·         Applications of DA with special needs learners

·         Applications of DA with immigrant and minority learners

·         DA and the development of general cognitive abilities

·         DA and the development of abilities in particular content domains (e.g., maths, reading, foreign and second language, etc.)

·         DA procedures with young children through adult learners

·         Theorizing knowledge and abilities in DA

·         Conceptualizing performance and contributions in DA

·         Addressing psychometric critiques of DA

·         Computer-administered DA

·         Feasibility of implementing DA in educational settings

·         DA for summative and formative purposes

·         DA and high-stakes testing

·         Scoring/rating and reporting performance in DA

·         Ethical issues concerning DA in educational settings

 

Please send proposals to Matthew E. Poehner (mep158 at psu.edu) and Pauline Rea-Dickins (P.Rea-Dickins at bristol.ac.uk <mailto:P.Rea-Dickins at bristol.ac.uk> ).  Informal inquiries may be sent to the same addresses.  

 

Proposals should be approximately 1 page (A4 size) or roughly 500 words in length.  Please include the following information in your proposal:

 

·         Title of article

·         Author name(s), affiliation(s), and contact information

·         A summary of the article

·         A statement explaining how the article extends or departs from previous DA work (theoretical or empirical), including contributions to a general understanding of the potential of DA to address educational challenges, including issues of access and fairness. 

 

Note that if you have already prepared a longer version of your manuscript, this may be submitted in addition to your proposal.

Successful authors will be invited to submit full papers for peer review, following normal procedures.  The following timeline is anticipated:

 

 

Abstract deadline                                   30 Sept. 2009

 

Full paper submission deadline               1 March 2010

 

Comments from special issue editors      1 April 2010

 

Revised draft submission deadline           15 May 2010

 

Comments from external reviewers          30 June 2010 

 

Final draft submission deadline               1 August 2010 

 

Anticipated publication date                    November 2010

 

 

Assessment in Education provides a focus for scholarly output in the field of assessment.  The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures.  The intention is to explore both commonalities and differences in policy and practice.  Assessment in Education is the official journal of the International Association for Educational Assessment (IAEA).  http://www.informaworld.com/aie <http://www.informaworld.com/aie> 

 

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