This document provides an overview of dynamic assessment. It discusses how dynamic assessment focuses on measuring the learning process with assistance, unlike static assessment which focuses only on the final product. It outlines Vygotsky and Feuerstein's theories of the zone of proximal development and mediated learning. Approaches like the interventionist and interactionist models are described, as are formats like the sandwich and cake methods. The document discusses strengths like gaining insight into a learner's abilities, and weaknesses like challenges in scaling. It provides examples of dynamic assessment applied to writing skills.

1. Dynamic Assessment

2. Outline
Background Information
Dynamic Assessment vs. Static
Assessment
Dynamic Assessment Theories
Approaches to Dynamic
Assessment
Forms and Types of Feedback
Formats of Dynamic
Assessment
Administration of Dynamic
Assessment
Strenghts and Weaknesses
Dynamic Assessment in
Language Skills
Discussion Questions

3. Background Information
❑Encouraging performance
❑Focusing on the importance of combining instruction and
assessment
❑Goal: to measure, intervene, and document the process of
learning
❑ Based on Vygotsky’s theory of Zone of Proximal Development
❑ Assessing what learners can achieve thanks to the feedback

4. Static Assessment vs Dynamic
Assessment
Static Assessment Dynamic Assessment
∙ Focusing on the product of
past
∙ Emphasizing the results or
products of learning
∙ Done for summative
purpose
∙ No interaction or assistance
during the assessment
∙ Focusing on future
development
∙ Emphasizing the learning
process itself.
∙ Done for formative
purposes.
∙ Offering necessary
assistance and intervention
during the assessment.

5. Dynamic Assessment Theories
Vygotsky – Sociocultural Theory
-Learners’ cognitive abilities:
not stable, always in the state of flux,
likely to change through mediation
Feuerstein – Mediated Learning Experience Method
-Learners’ cognitive abilities:
not fixed and can be modified and developed through intervention
the stimulus-response model
help from a more competent peer

6. Approaches to Dynamic Assessment
Lantolf and Poehner (2004)
Interventionist Approach: (Feuerstein – 2001)
Including intervention from the examiner during the test procedure
More formal and standardized
Pre-planned hints, leading questions and prompts
Focusing on quantitative assessment
Interactionist Approach: (Vygotsky – 1998)
Entailing mediation emerging from interaction between examiner and examinee
Hints, leading questions and prompts provided during the procedure
Focusing on qualitative assessment

7. The Sandwich Format (test – train – test)
Stage 1: Pre-test
Stage 2: Instruction
Stage 3: Post-test
Feedback is given between the processes of pre-test and post-test
Pre-test → Mediation (Instruction) → Post-test
The Cake Format (test-within-test)
Providing test takers with pre-fabricated hints during the test when they
cannot answer an item correctly
Forms of Feedback (Mediated Assistance)

8. Types of Feedback
❑ Verification Feedback
Related to the correctness of an answer given indicating the performance level
achieved (e.g.: right or wrong)
❑Elaboration Feedback
Providing additional information through relevant hints and more variations.

9. Administration of Dynamic
Assessment
❑ Designing the best possible guidance in advance
❑ Scoring learners’ performance during feedback
❑ Administiring a post-test
❑ Transcendence (in some situations)

10. Features of a Successful DA
Program
❑It should have clear objectives.
❑It should include meaningful tasks.
❑Tasks should also accomodate to pre-formulated hints and mediations.
❑It should cover an appropriate analytic rating scale approach.

11. Strengths Weaknesses
∙ Motivation resulting from scaffolding.
∙ It offers more valid and proper analyses.
∙ It enables teacher’s to have a deeper insight into
learners’ abilities, areas of weakness and specific
means of promoting further development.
∙ It provides positive input for both teachers and
learners.
∙ It develops learner’s insight of both their knowledge
and abilities.
∙ Scoring and scaling due to
individualization.
∙ It is challenging to find a proper
mediation which works for a large
number of students.
∙ It is rather new so it is not easy for
teachers to have practical guidelines
about how to incorporate dynamic
assessment into their curricula.

12. Validity in Dynamic Assessment
❑Concurrent Validity
❑Prognostic Validity

13. Dynamic Assessment in
Writing
The Sandwich Model: (Test – Train – Test)
Pre-test:
Students are given a writing task.
Train:
In writing task, necessary prompts and a grammar manuel book is also provided.
After scoring, students are given individual feedback to correct their mistakes.
Post-test:
A similar test is given to see if the mistakes are repeated.

14. Discussion Questions
What possible challenges can be expected during the
process of applying Dynamic Assessment?
Do you still think it is beneficial to apply it to your
curriculum or it is not feasible for Turkish
Educational System?