Murphy, Emma (2023) ‘It has got to be dynamic assessment’: An exploration into trainee Educational Psychologists learning and application of dynamic assessment practice in the UK. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

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Abstract

Assessment of children and young people is essential to Educational Psychologists’ work (BPS, 2015). Criticisms of traditional psychometric assessments and hopes for a person-centred way of working with children and young people have led to dynamic assessment (DA) methods becoming a more popular form of assessment. In the UK, DA is less commonly used than standardised tests; there is an ongoing exploration of why this is and how DA practice can be enhanced. This research aimed to describe and explore Trainee Educational Psychologists’ (TEP) DA practice, including how they develop their understanding of DA and apply DA. The study employed a mixed methods design combining a nationwide questionnaire to present an overview of TEPs’ experiences and interviews to gain an in-depth understanding of TEPs' experiences of learning about DA and using DA in their practice. The questionnaire received 190 responses from TEPs, with 175 analysed using descriptive statistics. The researcher interviewed nine TEPs, and a Reflexive Thematic Analysis was used. Overall the findings have been able to provide an overview of TEPs experiences of learning about DA in the UK. The findings indicate a high amount of TEPs are trained to use DA tools, and many have enhanced their understanding of DA using other means (e.g. discussions, reading and additional training). Furthermore, the research provides in-depth insight into the experiences of using DA with children and young people. Many TEPs used a range of DA tools in their practice. TEPs were keen to use DA but were aware of the challenges of using this assessment tool; for example, using DA could be anxiety-provoking for the TEP and they were aware that others have an expectation of EP assessment methods. The TEPs' Educational Psychology Service placement, university and supervisor play key parts in supporting them to learn and use DA.

Item Type:	Thesis (Professional Doctorate)
Additional Information:	Thesis submitted in partial fulfilment of the Professional Doctorate in Child, Community and Educational Psychology awarded by the Tavistock and Portman NHS Foundation Trust in association with the University of Essex
Uncontrolled Keywords:	Professional Doctorate in Child, Community and Educational Psychology Edpsych Updates
Subjects:	Groups & Organisations > Occupational Groups Learning & Education > Educational Psychology Research, Tests, Assessments > Assessment/Interviews
Department/People:	Children, Young Adult and Family Services Research
URI:	https://repository.tavistockandportman.ac.uk/id/eprint/2773

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