Abstract:
The aim is to assess the potential of dynamic assessment / intervention in a psychological, neuropsychological and educational context, that is, its gross domestic value, not forgetting its limitations and constraints, with the possibility of updating in concomitance with other modalities. Not being a new strategy, judged to be usable, we suggest returning to Vygotsky and revising the perceived poorer relative of these areas of analysis. In this context, we review the concepts of help, scaffolding, reciprocal and peer learning, the advantages of interaction in learning.
Keywords:
Assessment; Intervention; Dynamic; Authentic; Vygotsky