ABSTRACT
Dynamic assessment (DA) is defined as an interactive alternative type of assessment that integrates assessment and instruction. Its aim is to gauge and advance the learning potential of individual learners and to devise appropriate educational strategies. Conceptually, it is based on sociocultural theory, particularly on Vygotsky’s notion of Zone of Proximal Development (ZPD), as well as on European and American psychology of the 1920s and 1930s (Grigorenko, 2009). This chapter intends to familiarize the reader with DA, particularly with its application to the assessment of second language abilities. I will discuss first the theoretical roots of DA and its early development in cognitive psychology. Then I will present some key characteristics of DA, different approaches to DA, and outcomes. I will consider some criticisms that have been raised from psychometric perspectives, and I will discuss fundamental differences with similar types of assessment. Much of the chapter is devoted to applications ofDA to second language contexts, particularly the role ofmediated language experiences in assessment, the use of DA as a diagnostic tool, program and peer/group assessment, and DA delivered through technology. Finally, I delineate some recommendations for practice and future developments for DA.
