- The learning potential assessment device : this is a dynamic cognitive assessment tool that is designed to assess the ability of a student to alter cognitive structures through learning. Reliability studies have been commissioned to measure the reliability of the learning potential assessment device (Tzuriel & Samuels, 2000). When tested for domains such as the deficient cognitive functions, non-intellective factors and the mediation types that are offered during dynamic assessment, the tool showed modereate reliability for the deficient cognitive functions domain. The study also showed that the learning potential assessment device had moderate reliability scores for the mediation types offered during dynamic assessment. Even more concerning was the finding that the learning potential assessment device had low reliability scores when the non-intellective factors domain was considered. The low reliability scores are worrisome, especially because this implies that the learning potential assessment device may produce unstable and inconsistent results when used repeatedly (Tzuriel & Samuels, 2000).
- Several issues surrounding the validity of the learning potential assessment device have been discussed. Firstly, there is a shift in focus to construct validity from predictive validity. This is because of assumptions that findings when the device is used in training reflects the performance in learning. The predictive validity of learning potential assessment device has been shown to be higher than that in intelligence tests. Additionally, posttest correlations of academic performance are shown to be higher when compared to pretest correlations. With high validity scores, the learning potential assessment device can be used used reliably to predict the ability of a student to change behavior through learning. When this tool is used in assessing the behavior of a student, with regards to their learning potential, there is a high probability that predictions made by the device are accurate. In this regard, these predictions can be used in informing interventions (Hamers, Ruijssenaars & Sijtsma, 1992).
- The learning potential assessment device measures the modifiability of a student. It evaluates the ability of a student to change their cognitive structures by way of learning. It is important to note that the learning potential assessment device does not evaluate the individual performance of a student by drawing comparisons with standardized and accepted norms. Instead, the learning potential assessment device assesses the potential of a person to learn. By achieving this, the learning potential assessment device provides information on the individual’s capacity to learn and possible future achievements. From this information, recommendations and inferences can be drawn on how best to realize the future achievements (Cohen, Swerdlik & Sturman, 2010).
- My area of specialization is applied behavior analysis. I reckon that information from the learning potential assessment device can be used to help an individual in an education setting. Firstly, the information derived from this device is useful in helping students who have been classified as learning disabled, mentally retarded and those who have been enrolled into settings for special education. The application of the learning potential assessment device reveals the capacities of these students to learn. Through this information, strategies can be formulated that will not help them learn, but also end in integration into mainstream classrooms (International Conference and Training Workshops, 2001).
Cohen, R., Swerdlik, E., & Sturman, D. (2010). Psychological Testing and Assessment: An Introduction to Tests and Measurement (8th ed.) Franklin Park, IL: McGraw-Hill Publishing
Hamers, J., Ruijssenaars, J. & Sijtsma, K. (1992). Learning Potential Assessment. Boca Raton. CRC Press.
International Conference and Training Workshops (2001). The learning potential assessment device and instrumental enrichment. Retrieved from> http://www.umanitoba.ca/unevoc/ conference/lpadie.html
Tzuriel, D. & Samuels, M. (2000). Dynamic Assessment of Learning Potential: Inter-Rater Reliability of Deficient Cognitive Functions, Types of Mediation, and Non-Intellective Factors, Journal of cognitive education and psychology, 1(1):40-64