Document Type

Graduate Project

Date of Degree Completion

Summer 1993

Degree Name

Master of Education (MEd)



Committee Chair

Gregory S. Chan

Second Committee Member

Jack L. McPherson

Third Committee Member

Susan M. Madley


The purpose of this study was to explore the use of dynamic assessment within a regular classroom instructional setting, by a classroom teacher. The results showed that while dynamic assessment was an effective way of assessing and intervening with students and revealed relevant information about the effects of teacher expectations on student efforts, its potential value for the classroom teacher relied on the assessors knowledge of, and familiarity with the specific cognitive deficits being exhibited by the students. Implications for classroom use of dynamic assessment are discussed.