Dynamic assessment in the classroom
Vygotskian praxis for second language development
Bibliographic Data
| ID | 23323786 |
|---|---|
| Authors | Matthew E Poehner (0000-0003-2862-8759, The Pennsylvania State University, USA,), James P Lantolf (0000-0003-4131-8368, Pennsylvania State University, corresponding author) |
| Year | 2011 |
| Volume | 15 |
| Issue | 1 |
| Pages | 11-33 |
| Publication date | 2011-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Teaching Research (JOURNAL) |
| Journal identifiers | ISSN: 1362-1688 • E-ISSN: 1477-0954 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/1362168810383328 |
| OpenAlex | W2163308793 |
| Language | EN |
| Citations received | 63 |
| References cited | 22 |
This article reports the efforts of an elementary school teacher of Spanish as a second language to implement principles of dynamic assessment (DA) in her daily interactions with learners. DA is neither an assessment instrument nor a method of assessing but a framework for conceptualizing teaching and assessment as an integrated activity of understanding learner abilities by actively supporting their development (Poehner, 2008). DA is based on Vygotsky’s (1987) proposal of the zone of proximal development (ZPD), which underscores the developmental importance of providing appropriate support to learners to help them stretch beyond their independent performance. The particular approach to DA that the teacher followed reflected her interpretation of the ZPD as well as her knowledge of her instructional context and was arrived at through consultation with the present authors. In other words, her use of DA represents a unification of theory and practice, as advocated by Vygotsky, whereby theory offers a basis to guide practice but at the same time practice functions to refine and extend theory. Examples of the teacher’s interactions with learners in her classroom are discussed with regard to the opportunities for development they create.
Activity Theory · Context (archaeology) · Developmental psychology · Dynamic assessment · Epistemology · Interpretation (philosophy) · Linguistics · Mathematics education · Pedagogy · Praxis · Unification · Zone of proximal development · Computer Science · Educational and Psychological Assessments · Innovative Education and Learning Practices · Language Development and Disorders · Psychology
This can be made more student-centred
On the impact of online interactionist vs. interventionist dynamic assessment on Iranian EFL learners’ writing performance
The Impact of Dynamic Assessment on the Mediation Needs of Turkish Students Who Learn German as a Foreign Language in the Context of Text Writing in the Target Language
The Differential Diagnostic Affordances of Interventionist and Interactionist Dynamic Assessment for L2 Argumentative Writing
Promoting Conceptual Development of the Second Conditional in the Classroom Zone of Proximal Development
Classroom Dynamic Assessment of Reading Comprehension with Second Language Learners
Expert-novice interaction as the basis for L2 developmental activity
Dynamic Assessment of IELTS Speaking
Promoting assessment for learning through dynamic assessment
Critical Literature Review on Teaching Chinese as a World Language in the Context of Globalization
Teacher written feedback on adult beginners’ writing in a second language
Second language pragmatics development through different instructional techniques
Effect of feedback through dynamic assessment on EFL field-dependent and field-independent learners’ speaking skill development
Exploring Dynamic Assessment of Writing
Research Skills and Academic Literacy in Multilingual Higher Education
L2 Reading Assessment from a Sociocultural Theory Perspective
Online peer-dynamic assessment
Diagnosing l2 English learners’ listening difficulties and learning needs through computerized dynamic assessment
Years’ Development of Research on Sociocultural Theory
Artifact-based diagnostic learning analytics via large language models
Developing and Validating a Computerized Dynamic Diagnostic Assessment of Pragmatic Competence for Chinese Learners of English
Tracing language teacher professional development through Perezhivanie
Effects of Mobile‐Mediated Dynamic and Nondynamic Glosses on L2 Vocabulary Learning
Modeling mediation in the dynamic assessment of listening ability from the cognitive diagnostic perspective
Promoting young EFL learners’ listening potential
Learn or earn? Making sense of language teaching and learning at a Mexican University through a Change Laboratory intervention
The impact of linguistic background on the nature of classroom dyadic interactions
Optimising participant grouping methods in bilingualism studies
Effects of Group Dynamic Assessment on L2 Chinese learners’ literacy development
The effect of AI-assisted dynamic assessment on receptive and productive knowledge of vocabulary
First versus subsequent foreign language development in situated interaction from a Vygotskyan SCT perspective
Validity and interaction in the ZPD
The re-emergence of Suggestopedia
Interventionist and interactionist dynamic assessment of argumentative writing in an EFL program
Can language learners hear their own errors? The identification of grammaticality in one’s own production
EAP teachers' knowledge and use of learning-oriented assessment
Second language writing instructors’ feedback practice in response to automated writing evaluation
Implementing dynamic assessment in writing in Chinese as a second language
Enhancing collaboration
How lexical quality predicts L2 reading comprehension in early bilingual education
Multimodal mediational means in assessment of processes
‘Let's think about it together
Language and Culture
Enhancing the global reach and pedagogical diversity of online Chinese language education across cultural contexts
Computerized dynamic assessment (C-DA)
Dynamic assessment of elicited imitation
Estimating New Quantities from Longitudinal Test Scores to Improve Forecasts of Future Performance
The Synergy of Peirce and Vygotsky as an Analytical Approach to the Multimodality of Semiotic Mediation
Improving Organizational Skills in Chinese L2 Learners Through Dynamic Assessment
Dynamic assessment of language disabilities
Research agenda
Scaffolding via Group-dynamic Assessment to Positively Affect Motivation, Learning Anxiety, and Willingness to Communicate
Revisiting Teacher Feedback in EFL Writing from Sociocultural Perspectives
Dynamic Assessment of English Learners in the Content Areas
Contradictions in Teachers’ Classroom Dynamic Assessment Implementation
Student Collaboration and Teacher‐Directed Classroom Dynamic Assessment
Early Language Learning for All
Promoting interaction and lowering speaking anxiety in an EMI course
Dynamic vs Nondynamic Assessments
Scriptlines as emergent artifacts in collaborative group planning
Interaction Mindsets, Interactional Behaviors, and L2 Development
Profiling second language sociolinguistic development through dynamically administered strategic interaction scenarios
An Investigation Into the Effect of Dynamic Assessment on the EFL Learners' Process Writing Development
Dynamic Assessment
Second Language Acquisition Processes in the Classroom
Dynamic assessment of L2 development
Explicit and Implicit Negative Feedback
Negative Feedback as Regulation and Second Language Learning in the Zone of Proximal Development
Anniversary article. Classroom SLA research and second language teaching
Study of the Intellectual Development of the Child
Mediating Language Learning
Group Dynamic Assessment
On Discourse, Communication, and (Some) Fundamental Concepts in SLA Research
| Unique citing works | 63 |
|---|---|
| Citations per year | 4,2 |
| Citation span | 2011 - 2026 (16) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 55 |