Dynamic Assessment in the Language Classroom

Poehner & Lantolf: Dynamic Assessment in the Language Classroom

Dynamic assessment (DA) is described as being an intervention between the examinee and examiner.
Vygotsky’s zone of proximal development (ZPD) was extensively covered in regards to DA. The important issue I came away with was that an educator needs to “rethink how to connect teaching with development in a systematic and meaningful way" (p. 236). A single assessment shouldn’t be taken as a total picture of an individual, it is only a small portion of the bigger picture. I came away understanding that an individual was developing – always developing understanding and learning. Using what individual is coming with and using that to extend the development of learning for future learning. The assessment and instruction are seen as being used together to develop an individual who is going to succeed as a learner.
In the discussion on the interpretation of the ZPD in DA research the article discusses that there are two approaches to DA. The first being interventionist DA; as in pre-test, treatment, post-test (quantitative interpretation of the ZPD). The other is the interactionist DA; instruction-learning over measurement, which is the qualitative interpretation of ZPD. (p. 239). The article suggests that the teacher and student work together so the student can succeed. Feuerstein’s “mediated learning experience (MLE)-(p.240) was discussed. In this approach the teacher is the mediator who works with the students in the learning experience.
The article covered DA and L2 development by showing and discussing concrete examples of interactionist DA procedures. It was interesting to see and read about the negative and positive way the interactions can affect how a student can learn from en experience. In realizing the ZPD, a mediator can positively influence the development of a learner.
In explaining formative assessment (FA), the article discussed the positive elements of FA in the classroom. There is what’s called “planned” and “incidental” FA. In the planned FA, direct testing is done, most often by using scales. While in incidental FA, the student and teacher are involved in conversation during the course of the day. There was mention of internal and external FA. One that involved questioning and probing, and the other the teacher and student reflect upon what the student is accomplishing. There was a brief discussion on scaffolding and how this can be looked upon as either negative or positive. The question of scaffolding contributing to future development was the topic. As for now, it helps the student to see and hear, and work with others who aid in their understanding of tasks, or concepts.
Dynamic assessment and Vygotsky’s zone of proximal development was made clearer in my mind in reading this article. The assessment process should be a learning experience for both the student and teacher.