AUTHOR/S: M. de Beer

ABSTRACT: In the multicultural and multilingual South African context where differences in socio-economic and educational background and opportunities of individuals further complicate psychological assessment, the measurement of learning potential provides additional information in the cognitive domain that has shown positive results.  This chapter deals with the history of dynamic assessment internationally and locally and provides empirical results on the LPCAT that provide support for utilizing this approach in conjunction with standard tests of cognitive ability and aptitude.  It further elucidates how the use of Item Response Theory (IRT) and Computerised Adaptive Testing (CAT) addresses a number of practical and measurement issues that have been hampering the wide-scale implementation and use of dynamic assessment of learning potential in assessment in education and in industry.

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