Envisaging Meditational Principles and Dynamic Assessment Practices as an Alternative Approach to the Learning Potential of Ethiopian School Children

Abstract

The issue of enhancing the child’s learning potential has attracted the attention of researchers
in its innovative role to improve the traditional teaching and assessment practices in the schools. Hence,
this paper provided a theoretical view on the integrative roles of mediational principles and dynamic
assessment practices as drawn from the current thoughts of developmental psychology. The paper also
highlighted the major challenges of the current Ethiopian educational practices to meet the learning
potential of school children. The possibility of integrating principles of mediation and dynamic
assessment practices, especially on the low achieving and/or special children of the Ethiopian school
system as either a model of research or practice, was thus proposed as an alternative approach to the
challenges.