ABSTRACT
Feuerstein developed a set of techniques that helped these learners succeed on subsequent tests. These methods were termed ‘dynamic’, in that they were studying changes in the process of
learning, as opposed to ‘static’ traditional assessments. He argued that this process was much more likely to predict how someone might learn in the future (Feuerstein et al., 1980). The complex diagnostic instrument which he and his colleagues developed was called the Learning Potential Assessment Device (LPAD). It measures an individual’s intellectual change, known as ‘cognitive modiability’ (Sharron & Coulter, 1994). Dierent tasks or ‘instruments’ were devised, to tackle dierent underlying diculties. As the whole process is an enriching one, the programme was labelled ‘Instrumental Enrichment’. Feuerstein’s ideas have inuenced work on teaching thinking, his innovative theory of mediated learning in particular which led to the development of dynamic assessment (Tzuriel, 2001; Haywood, & Lidz, 2007) and more broadly, his cognitive, task-based approach supported by teacher mediation:for evidence impact see Romney and Samuels (2001).
