Integrating Assessment and Instruction: Dynamic Assessment and Its Criticisms Examined (original) (raw)
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Dynamic assessment (hereafter DA) is an interactive approach to conducting assessment focusing on the ability of the learner to respond to his own learning. It is teaching to test paradigm in language testing which does not separate instruction from assessment, but instead, is in favor of a teacher-student unity that works jointly towards student's future improvement through their zone of proximal development (ZPD). This paradigm shift toward a new philosophy of assessment is a tool for helping individual learners develops from current level through intervention (Sternberg and Gregorenko, 2002). DA rooted in sociolinguistic theory of Vygotsky's ZPD and Feuerstein, to Vygotsky for the need to assess both the zones of actual and proximal development and to Feuerstein for creating procedures attempting to do just that DA explores how each mind works and how each individual can learn to assemble and to use knowledge better. This paper is an attempt to review, evaluate, and critique the validity of DA and discuss the genesis and promises of DA in general and L2 DA in particular. The procedures will be to: (a) review the theoretical and empirical developments in applying the principles of DA in assessing L2 learner's language ability and empirical evidence reported on in favor or against DA (b) briefly compare dynamic vs. non-dynamic assessment (NDA)and finally (c) discuss the practical implication teaching to test instruction (DA) in EFL/ESL context.
García, P. N. (2019). Exploring the Role of Dynamic Assessment in Language Education. Language and Sociocultural Theory 6 (1), 1-5., 2019
This special issue, 'Exploring the Role of Dynamic Assessment in Language Education', began to take shape at a colloquium of the same name at the 2016 Georgetown University Roundtable (GURT). That particular edition of GURT was organized by the Assessment and Evaluation Language Resource Center (AELRC) at Georgetown and was aptly titled Useful Assessment and Evaluation in Language Education. The purpose of our colloquium was to present and compare four novel approaches to Dynamic Assessment (DA) that would provide a richer understanding of how DA for L2 development had evolved over the years. Indeed, dynamic assessment, one of the main applications of notion of Zone of Proximal Development (ZPD) applied to the teaching-learning-assessment dialectic, has been increasingly regarded as a fundamental construct in L2 education . Framed within a Vygotskian sociocultural perspective, DA integrates instruction and assessment with the goal of ascertaining and promoting L2 development, placing the learner at the center of the teaching/learning activity. This is precisely one of the key elements of useful approaches to assessment and evaluation, 'a comprehensive approach to education that is accountable to the needs of learners, the values of scholarly disciplines, and the well-being of society' (Davis, 2018: vii). That is, rather than focusing on placement, diagnostic, achievement or other accountability measures, useful methods of assessment are transformative approaches that intend to provide a better understanding Affiliation 2 Introduction to the Special Issue of the evaluation processes that occur in L2 education, with the goal of supporting and improving it (Davis, 2018: vii).
Challenges to Dynamic Assessment in Second Language Learning
Theory and Practice in Language Studies, 2015
The concept of the zone of the proximal development can contribute not only to the assessment, but also to the teaching within the second language learning environment. However, the unifying philosophy within sociocultural theory (SCT) in relation to language and thought has also merged the assessment and teaching procedures into the concept of Dynamic Assessment (DA). The process of DA lets the teacher/mediator permeate into both the actual and potential zones of the development. It teaches and assesses at the same time. This contributive and critical article focuses on the peculiarities of DA. It introduces two new approaches within DA: Dynamic Assessment and Teaching (DAT), and Dynamic Teaching and Assessment (DTA). Moreover, it will discuss where DA stands within applied linguistics, the idea of transcendence both as the device of development and assessment, and the doubts applied linguists might have regarding the promising outcome of metacognitive awareness as a key point in the process of development in DA. After evaluating the problem of validity and reliability of DA, the article will critically analyze the two realizations of DA: interactionist and interventionist. Finally, the mere process of development within SCT in general, and DA in particular will be discussed.
Dynamic Assessment (DA): An Evolution of the Current Trends in Language Testing and Assessment
Traditional static testing, aimed at measuring the achievement of pre-determined criteria, has been widely used by language teachers for many years. Such tests conventionally reflected students’ misunderstanding of instruction more than their abilities to perform a task. Disillusionment with traditional assessment has led to an examination of alternative assessment procedures that are accurate and appropriate in evaluating diverse populations’ learning. Dynamic Assessment (DA) stems from the mutually constitutive relationships between methodology and epistemology. Its root is the concept of development in Vygotsky’s Zone of Proximal Development (ZPD). The central feature of DA is that it does not separate instruction from assessment, but instead, is in favor of a teacher-student unity that works jointly towards students’ future improvement through their ZPD. The present article is a literature review which aim to look critically at the emergence of DA as an alternative approach to the previous traditional approaches. Also, after taking a look at the theoretical framework as well as different models of DA, the researcher goes on to discuss the merits and demerits as well as the application and implication of DA in the scope of language teaching and language testing. Key terms: Dynamic Assessment (DA), Models of DA, Theoretical framework of DA
Exploring the Role of Dynamic Assessment in Language Education: An Introduction to the Special Issue
Language and sociocultural theory, 2019
This special issue, 'Exploring the Role of Dynamic Assessment in Language Education', began to take shape at a colloquium of the same name at the 2016 Georgetown University Roundtable (GURT). That particular edition of GURT was organized by the Assessment and Evaluation Language Resource Center (AELRC) at Georgetown and was aptly titled Useful Assessment and Evaluation in Language Education. The purpose of our colloquium was to present and compare four novel approaches to Dynamic Assessment (DA) that would provide a richer understanding of how DA for L2 development had evolved over the years. Indeed, dynamic assessment, one of the main applications of Vygotsky's (1987) notion of Zone of Proximal Development (ZPD) applied to the teaching-learning-assessment dialectic, has been increasingly regarded as a fundamental construct in L2 education (Lantolf and Poehner, 2014). Framed within a Vygotskian sociocultural perspective, DA integrates instruction and assessment with the goal of ascertaining and promoting L2 development, placing the learner at the center of the teaching/learning activity. This is precisely one of the key elements of useful approaches to assessment and evaluation, 'a comprehensive approach to education that is accountable to the needs of learners, the values of scholarly disciplines, and the well-being of society' (Davis, 2018: vii). That is, rather than focusing on placement, diagnostic, achievement or other accountability measures, useful methods of assessment are transformative approaches that intend to provide a better understanding
Implications of Dynamic Assessment in Second/Foreign Language Contexts
English Linguistics Research, 2014
Dynamic assessment has attracted a lot of attention. Many authors have suggested that dynamic assessment should be used instead of standardized tests, while others thought that dynamic assessment is a complementary assessment, and it should be used with other kinds of assessments. Therefore, the present paper aims to bring to the fore some important issues in dynamic assessment, different models of dynamic assessment and compares them with non-dynamic assessment. Advantages and disadvantages of dynamic assessment would also be reviewed in this paper. Interactionist and interventionist models of dynamic assessment would be presented. It also considered applying assessment in order to learn and explain the aim of assessment. Considering dynamic assessment, it would nominate zone of proximal development and sociocultural theory, and how these two are used while the teacher is applying dynamic assessment. Finally, the present paper provides some implications to implement dynamic assessment in our classes.
Teach-to-Test Instruction of Dynamic Assessment:A Critical Overview
Bellaterra Journal of Teaching & Learning Language & Literature
The present article aims to meticulously focus on the integration of the assessment and instruction which leads to a new approach, Dynamic Assessment, based on the principles of Socio-cultural Theory of Mind (SCT) developed by L. S. Vygotsky and his colleagues. A Vygotskian approach to language assessment suggests that the 'process of development' should be viewed as a predictor of the individual's or the group's future performance. Dynamic assessment has developed as an alternative to static types of assessment, i.e. standardized and/or non-dynamic assessment (SA/NDA). However, it is not regarded as a replacement for the other test types, rather as a complement. The present paper is a modest attempt to provide an overview of the literature that set the groundwork for DA, as well as current research in the field of this type of assessment.
Dynamic Assessment: A Dialectical Integration of Assessment and Instruction
2011
Formative assessment (FA), in contrast to product-oriented summative assessment, is carried out in the classroom for the purpose of providing students with developmental feedback. Closely related to instruction, FA is done to analyze both learning goals and the instructional processes involved. This kind of classroom-based assessment can be used to raise the learners’ awareness of the language content and lesson objectives (Rea-Dickins, 2001; Rea-Dickins, 2006; Rea-Dickins & Gardner, 2000). According to Rea-Dickens (2007), good FA practices provide learners with ample opportunities for language practice through engaging them in collaborative learning activities and offering them self- and peer- assessment opportunities.
The Integration of Dynamic Assessment in L2 Classroom: How Students Perceive it?
Vision: Journal of Language and Foreign Language Learning, 2018
The present study focuses on the implementation of a traditional diagnostic test for speaking skill in the form of an interview with no specific set of corrective procedure. However, it triggers more increasing worries on the significance of standardized test such as not being able to unlock students' speaking potential. This study highlights on Dynamic Assessment (DA) based on the Vygotsky's Sociocultural Theory (1978). Fundamentally, DA inserts mediation process such as prompts, hints, and leading questions in its interview process. This study compares the efficacy of Dynamic Assessment (DA) and the standardized diagnostic test/Non-Dynamic Assessment (NDA) in diagnosing and unlocking their potential. Using quasi-experimental research with non-equivalent group design (NEGD), this study focused on four micro speaking skills including pronunciation, vocabulary, grammar, and fluency. The results suggested that the use of DA was able to identify their current speaking performance and uncover their speaking potential even if some were claimed to have a similar speaking level. While the standardized test (NDA) emphasized only on the current performance and was not able to elicit their potential.