Page 19 - Microsoft PowerPoint - Dynamic Assessment Ebook - Bilinguistics

Interpreting a Just like any type of speech and language assessment, making
diagnostic decisions is not black and white. Every child and every testing
Child’s session is different. So how do we make our decisions?

This chart does not provide every possible outcome, but it does address
Responsiveness the primary three:

to Dynamic If the child makes little to no progress even when the examiner provides
maximal support, that is a cue that we need to move to an easier level of

Assessment difficulty.
If the child makes moderate progress with our support but doesn’t “ace”
the skill, that is a sign that they will likely benefit from intervention.

If a child does a great job with minimal support, that is a sign that they
likely didn’t understand what was expected, and don’t need intervention.

Possible Outcomes What Does it Mean?

Little to no progress, even with We need to explore easier

maximal support. goals for intervention

Moderate progress with some Good candidate for

support intervention

Great progress with minimal Intervention not warranted

support

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