HIGHLY QUALIFIED DA TRAINERS IN THE UK

The educational psychologists at Dynamic Assessment UK have extensive experience in the field. Discover more about our qualifications and expertise below to see how we can support you in transforming assessment and intervention approaches, making a real difference to children’s learning.

LEARN MORE ABOUT OUR TEAM

DR FRASER LAUCHLAN

Fraser is a fully qualified educational psychologist with more than 30 years of experience working in a range of settings. Fraser’s expertise in dynamic assessment dates back to 1995 when he was first trained in the approach as a doctoral research student. He was trained by two eminent figures who have promoted the dynamic assessment approach: Professor David Tzuriel and Professor Reuven Feuerstein.

From that time in the mid-1990s until the present-day, Fraser has been involved in extensive research and practice as a professional educational psychologist. This includes the publication of over 50 research papers and conference presentations, culminating in the publication of a resource textbook on the approach entitled “Improving Learning Through Dynamic Assessment”. This was published by Jessica Kingsley Publishers in 2013, co-written with Donna Carrigan.

In July 2010, Fraser started a training and consultancy business Fraser Lauchlan Associates. This offered Educational Psychology Services to local authorities. Through this work he trained more than 2000 educational psychologists and related professionals in how to put dynamic assessment into practice. After developing this work with Clare Daly and delivering workshops all over the UK, this led to the development of DA-UK. Fraser and Clare’s book “Applying Dynamic Assessment in Schools | Jessica Kingsley Publishers – UK (jkp.com)” was published in 2023.

Fraser is an Honorary Lecturer at the University of Strathclyde and was the General Editor of Educational and Child Psychology from 2017 to 2023. He is currently a reviewer for many other journals including School Psychology International, Frontiers in Education and the International Journal of Bilingual Education and Bilingualism. He has published extensively in many other areas of educational psychology, including labelling, bilingualism, chronic non-attendance and inclusion. He is also an emerging travel writer – his book ‘Being Scottish in Italy’ (in Italian ‘Uno scozzese in Sardegna’) was shortlisted for the 2020 Franco Putzolo Literary Prize at the ‘Strangius’ International Festival of Literature. His follow up book “Still Being Scottish in Italy” was published in 2023.

He divides his time between the UK and Italy.

DR SUZY SHAW

Suzy is a senior educational psychologist with over a decade of experience working in local authority services. Her passion for dynamic assessment began during her doctoral training and has remained central to her practice to highlight children’s and young people’s learning potential. Suzy engages in continued professional development to enhance her own knowledge and skills, most recently achieving accreditation as an Advanced Level Dynamic Assessment Practitioner. She is dedicated to fostering the skills and confidence of colleagues in dynamic assessment by leading interest groups, modelling best practices, and delivering training sessions within her own and other local authority services.

DR TARYN MOIR

Dr Taryn Moir is a Practitioner Senior Educational Psychologist practicing within a local authority in Scotland and responsible for project work, policy development and in-service training for a large number of primary and secondary schools. She was a lecturer on the Educational Psychology course at the University of Strathclyde and is now an assessor and supervisor for the Level 2 Qualification of Educational Psychology Scotland. Taryn is also Review Editor for two international journals: Frontiers in Education, Special Educational Needs section and Cogent Education.

DR KIRSTIE REES

Dr Kirstie Rees is a child and educational psychologist, specialised in the area of disability, neurodiversity and mental health. She is author of the book: ‘The Mental Health Wellbeing of Children and Young People with Learning Difficulties; A Guide for Educators’, published by Jessica Kingsley. Kirstie supports schools to develop assessment and intervention tools which empower staff, support parents and enhance the wellbeing of all pupils with special educational needs. Kirstie has worked with local authorities, third sector and private organisations, and is a partner tutor at the University of Dundee. She has published a range of articles and research and has delivered training and workshops at conferences in the UK and overseas.

OUR CORE VALUES

STRENGTHEN RELATIONSHIPS

Our approach creates a supportive environment for learners of all ages to explore their potential, where asking for help is encouraged as a strength. Cooperative work builds trust naturally, fostering strong relationships. Our online platform also facilitates the exchange of ideas and strategies, helping to develop skills in mediated learning and Dynamic Assessment.

DEVELOP COMPETENCIES

Our training programmes empower you to confidently incorporate Dynamic Assessment (DA) and mediated learning into your daily practice. Attendees will develop the ability to analyse and document DA data, gaining expertise in mediated learning, core learning principles, and report writing.

RECOGNISE LEARNER POTENTIAL

Everyone has untapped potential, especially children and young people with additional support needs. The challenges they face in learning may obscure their true abilities. Dynamic Assessment shifts the focus beyond labels to the individual, highlighting strengths and fostering positive progress.

COMPLIMENTARY NOT COMPETING

Dynamic Assessment (DA) acknowledges key connections with other learning theories and approaches, such as visible learning, executive functions, solution-oriented schools, positive psychology, mindset, and goal setting, among others. Our training combines these complementary approaches for a well-rounded learning experience. Additionally, DA can effectively triangulate data from other assessments, enriching cognitive evaluations.

DYNAMIC ETHOS SHIFT

We view assessment as a key component of intervention. Clear, positive feedback guides the next steps for both the learner and the assessor, driving transformational change. Focusing on where you want to be—or where you could be—rather than where you are now, shifts perspectives for both the individual and those around them.

BUILDING NETWORKS

Our mission is to be a comprehensive one-stop shop for all things Dynamic Assessment (DA). We aim to create a network where DA practitioners can connect, share resources, and exchange practices. We offer a variety of resources and support, along with exciting interventions that are continually being developed.