[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-592123-105":59,"doc-detail-592123-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-effect-of-dynamic-assessment-based-instruction-full-article","The Effect of Dynamic Assessment Based Instruction - Full Article","","Study using a quasi-experimental design in Korea demonstrates that dynamic assessment based instruction increases young children’s number concept learning. Dynamic assessment is operationalized through ZPD measurement plus qualitative and quantitative diagnostic information used to guide instruction. Participants included 59 children aged 4–5 who completed pre-, parallel, and post-tests; the experimental group received number-concept instruction for four weeks based on diagnostic information. ANCOVA results show significant gains for both age groups, supporting wide classroom use.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-effect-of-dynamic-assessment-based-instruction-full-article/592123/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-effect-of-dynamic-assessment-based-instruction-full-article/592123.png","ImageObject",300,407,{"name":92,"@type":93},"Grenda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study aim to show about dynamic assessment based instruction?","Question",{"text":112,"@type":113},"The study demonstrates that dynamic assessment based instruction increases children’s learning, specifically number concept learning, using a quasi-experimental design in Korea.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is dynamic assessment defined in this research?",{"text":117,"@type":113},"Dynamic assessment is defined as measuring the zone of proximal development (ZPD) and providing qualitative and quantitative diagnostic information for individual children.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the effects found for 4- and 5-year-old children?",{"text":121,"@type":113},"The instruction had significant effects on number concept learning for both groups, with ANCOVA results reported as F=12.34 (p\u003C0.01) for 4-year-olds and F=20.03 (p\u003C0.01) for 5-year-olds.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592123,1792073908,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":143,"preview_page_count":4},7971474921005,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Asia Pacific Education Review Copyright 2003 by Education Research Institute  \n2003, Vol. 4, No. 2, 189-198.  \nThe Effect of Dynamic Assessment Based Instruction  \non Children’s Learning  \nSun-Geun Baek Kyoung Jin Kim  \nSeoul National University Seoul National University  \nKorea Korea  \nThe purpose of this study is to demonstrate that dynamic assessment based instruction increases children’s learning by using a quasi-experimental research design in Korea. In this study, dynamic assessment is defined as a measurement method of the zone of proximal development (ZPD) as well as the qualitative and quantitative diagnostic information for individual children. In addition, dynamic assessment based instruction is defined as a teaching method using the diagnostic information types in order to increase children’s learning. In this study, 59 children between the ages of 4 and 5 participated. Three types of number concept achievement tests (pre-test, parallel test, and post-test) for each age group were developed and the content validity, face validity, and split-half reliability were examined. After conducting the pre-test, the children of each age group were divided into an experimental group and a control group. Dynamic assessment based instruction regarding number concepts was undertaken only with the experimental group for 4 weeks. Both groups took a post-test after completing the 4 weeks of classes. The ANCOVA technique wa`1s used for data analysis. The result of this study shows that dynamic assessment based instruction has a significant effect on children’s learning of number concepts (in the case of 4-year-old children, F = 12.34, p\u003C0.01; 5-year-old children, F = 20.03, P\u003C0.01) . Therefore, dynamic assessment based instruction should be used widely for children’s cognitive learning.  \nKey Words: dynamic assessment, dynamic assessment based instruction, children’s number concept  \nIn order to improve the quality of early childhood education, the implementation of individualized instruction is very important. For its implementation, it is necessary to gather qualitative and quantitative diagnostic information about children’s developmental characteristics, learning strategies, problem solving strategies, developmental level, etc. However, kindergartens in Korea have long used traditional or static assessment that focuses on what the child already knows and on what the child can do alone.  \nBransford, Delcos, Vye, Burns, and Haselbring (1987)  \nSun-Geun Baek, Professor, Department of Education, Seoul National University; Kyoung Jin Kim, Researcher, Education Research Institute, Seoul National University. Correspondence concerning this article should be addressed to Sun-Geun Baek, Department of Education, Seoul National University, 599 Kwanak-Ro, Kwanak-Gu, Seoul, 151-748, Korea. Electronic mail may be sent [to dr100@snu.ac.kr](to dr100@snu.ac.kr).  \ndescribed three reasons for moving away from traditional assessment and moving toward dynamic assessment. First, traditional assessment is only concerned with the products rather than processes of learning. Second, it fails to address each child’s responsiveness to instruction because it is based on the premise that prior learning adequately predicts future performance. Third, it does not provide prescriptive information for designing potentially effective instruction. In other words, traditional assessment focuses on the product rather than the process of learning. It also emphasizes the outcomes rather than the strategies for learning and offers no information on the child’s responsiveness to teaching, learner’s future learning potential, or pedagogical needs.  \nJitendra and Kameenui (1993) argued that the failure of traditional assessment has prompted researchers to search for new assessment approaches designed to be more responsive to individual learner’s potential strengths and weaknesses. The  \nSun-Geun Baek and Kyoung Jin Kim  \nreason is traditional assessment is not designed to ","cbCaihX7m4XdAz1J","https://ap.wps.com/l/cbCaihX7m4XdAz1J","pdf",198393,"English","# Purpose and Definitions\n## Dynamic assessment and instruction\n# Research Design and Participants\n## Quasi-experimental setup\n## Testing procedures\n# Instruction Implementation and Data Analysis\n## Four-week intervention\n## ANCOVA results\n# Rationale for Dynamic Assessment\n## Limitations of traditional assessment\n## Theoretical and practical foundations\n# Models of Dynamic Assessment\n## Five assessment models","[{\"question\":\"What does the study aim to show about dynamic assessment based instruction?\",\"answer\":\"The study demonstrates that dynamic assessment based instruction increases children’s learning, specifically number concept learning, using a quasi-experimental design in Korea.\"},{\"question\":\"How is dynamic assessment defined in this research?\",\"answer\":\"Dynamic assessment is defined as measuring the zone of proximal development (ZPD) and providing qualitative and quantitative diagnostic information for individual children.\"},{\"question\":\"What were the effects found for 4- and 5-year-old children?\",\"answer\":\"The instruction had significant effects on number concept learning for both groups, with ANCOVA results reported as F=12.34 (p\\u003c0.01) for 4-year-olds and F=20.03 (p\\u003c0.01) for 5-year-olds.\"}]","The Effect of Dynamic Assessment Based Instruction - Full Article | PDF",25]