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Year 2023, Volume: 10 Issue: 1, 156 - 168, 30.04.2023
https://doi.org/10.30900/kafkasegt.1169130

Abstract

References

  • Ableeva, R. (2010). Dynamic Assessment of Listening Comprehension in Second Language Learning. Unpublished doctoral dissertation. The Pennsylvania State University.
  • Alderson, J. C. (2005). Diagnosing foreign language proficiency: The interface between learning and assessment. New York: Continuum.
  • Antón, M. (2009). Dynamic assessment of advanced second language learners. Foreign Language Annals, 42(3), 576-598.
  • Arievitch, I. (2017). Beyond the brain. An agentive activity perspective on mind, development, and learning. Rotterdam, Netherlands: Sense Publishers.
  • Ascher, C. (1990). Testing students in urban schools: Current problems and new directions. (Urban Diversity Series No. 100). New York: ERIC Clearinghouse on Urban Education. (ERIC Document Reproduction Service No. ED322283)
  • Bronfenbrenner, U. (1977) Toward an experimental ecology of human development. American Psychologist 32: 513-531.
  • Brown, A., & Ferrara, R.A. (1985). Diagnosing zones of proximal development. In J. V. Wertsch (Ed.), Culture, Communication and Cognition. Vygotskian Perspectives (pp. 273–305). Cambridge: Cambridge University Press.
  • Budoff, M. (1987). The validity of learning potential assessment. In Dynamic Assessment: An Interactive Approach to Evaluating Learning Potential. C.S. Lidz (Ed.). New York: Guilford.
  • Council of Europe, (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, U.K: Press Syndicate of the University of Cambridge.
  • Cresswell, J. W. (2012). Educational Research: Planning, conducting, and evaluating quantitative and qualitative research (4th Ed.). Upper Saddle River, NJ: Pearson Education.
  • Elliot, J., Lauchlan, F., & Stringer, P. (1996). Dynamic assessment and its potential for educational pyschologists. Educational Psychology in Practice, 12(3), 152-160.
  • Feuerstein, R., Rand, Y., & Hoffman, M.B. (1979). The Dynamic Assessment of Retarded 414 Performers: The Learning Potential Assessment Device, Theory, Instruments and Techniques. Baltimore, MD: University Park Press.
  • Gal’perin, P. Ya. (1992). Stage-by-stage formation as a method of psychological investigation. Journal of Russian and East European Psychology, 30, 60–80.
  • Gould, S.J. (1996). The Mismeasure of Man. Revised and Expanded. New York: W.W. Norton & Co.
  • Guthke, J. (1992). Learning Tests . The Concept, Main Research Findings, Problems, and Trends. Learning and Individual Differences 4: 137-151.
  • Haywood, H. C. (2012). Dynamic assessment: A history of fundamental ideas. Journal of Coginitive Education and Pscychology, 11(3), 217- 228.
  • Herman, J., & Golan, S. (1991). Effects of Standardized Testing on Teachers and Learning—Another Look. CSE Technical Report 334. Los Angeles, CA: National Center for Research on Evaluation, Standards and Student Testing, UCLA.
  • Hughes, A. 2003. Testing for LanguageTeachers. Cambridge: Cambridge University Press.
  • Jones, J. (2014). Student teachers developing a critical understanding of formative assessment in the modern foreign languages classroom on an initial teacher education course. The Language Learning Journal, 42(3), 275-288.
  • Kozulin, A. (2003). Psychological Tools and Mediated Learning. In Vygotsky’s Educational Theory in Cultural Context. A. Kozulin, B. Gindis, V. S. Ageyev, S., M. Miller (Eds.). Cambridge: Cambridge University Press.
  • Lantolf, J. P. (1995). Sociocultural Theory and L2: State of Art. Studies in Second Language Acquisition, 28, 67-109.
  • Lantolf, J. P. and Pavlenko, A. (1995). ‘Sociocultural theory and second language acquisition’. Annual Review of Applied Linguistics, 15, 108-24.
  • Lantolf, J.P. and Poehner, M.E. 2004: Dynamic assessment of L2 development: bringing the past into the future. Journal of Applied Linguistics, 1, 49-72.
  • Lantolf, J.P., & Thorne, S. (2006). Sociocultural Theory and the Genesis of Second Language Development. Oxford: Oxford University Press.
  • Lantolf, J. P., Poehner, M. E. & Thorne, S. L. (2020). Sociocultual theory and L2 development. In B. VanPatten, G. Keating, & S. Wulff (Eds.), Theories in Second Language Acquisition (pp. 223-247). 3rd Edition. New York: Routledge.
  • Lidz, C. S. (1991). Practitioner’s guide to dynamic assessment. New York: Guilford.
  • Lidz, C.S. & Gindis, B. (2003). Dynamic assessment of the evolving cognitive functions in children. In Kozulin, A., & Gindis, B., & Ageyev, V.S., & Miller, S.M. (Eds.), Vygotsky’s educational theory in cultural context (pp 99–118). Cambridge: Cambridge University Press.
  • Lidz, C.S. (2004). Dynamic assessment entry in The Concise Corsini Encyclopedia of Psychology and Behavioral Science, (3rd Ed.) (pp 302-303). W.E. Craighead and C.B. Nemeroff (Eds.). New York: Wiley.
  • Lidz, C. S. & Pena, E. D. (2009). Response to intervention and dynamic assessment: do we just appear to be speaking the same language? Seminars in Speech and Language, 30(2), 121-133.
  • Lidz, C. S. (2017). Dynamic Assessment: Thinking Assessment for the Thinking Teacher. International Association for Cognitive Education and Psychology, 1(2).
  • Luria, A. R. (1961). Study of the abnormal child. American Journal of Orthopsychiatry. A Journal of Human Behavior 31: 1-16.
  • Oosterhof, A. (2003). Developing and using classroom assessments. USA: Merrill/Prentice Hall.
  • Poehner, M.E. (2005). Dynamic assessment of advanced L2 learners of French. Unpublished doctoral dissertation. The Pennsylvania State University, University Park, PA.
  • Poehner, M.E. & J.P. Lantolf. (2005). Dynamic Assessment in the Language Classroom. Language Teaching Research, 9.
  • Poehner, M.E. (2008). Dynamic assessment: A Vygotskian approach to understanding and promoting second language development. Berlin: Springer Publishing.
  • Poehner, M. E. (2009). Group Dynamic Assessment: Mediation for the L2 Classroom. TESOL Quarterly, 43 (3), 471-491.
  • Poehner, M. E. & Infante, P. (2016). Dynamic Assesment in the Language Classroom.
  • Poehner, M. E., Davin, K. J., & Lantolf, J. P. (2017). Dynamic assessment. In Shohamy, E., Lair, G. & May, S. (eds.), Language, testing and assessment: Encyclopedia of language and education (3rd ed.). Cham: Springer, 243–256.
  • Russel, M. K. & Airasian, P. W. (2012). Classroom assessment: Concepts and applications (7th Ed.). New York: McGraw-Hill.
  • Tzuriel, D. (2011). Revealing the effects of cognitive education programmes through dynamic assessment. Assessment in Education: Principles, Policies & Practice, 18(2), 113-131.
  • Vygotsky, L.S. (1978). Mind in Society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  • Wertsch, J. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.
  • Yaroshevsky, M. (1989). Lev Vygotsky. Moscow: Progress Press.

A Decriptive Overview of Dynamic Assessment

Year 2023, Volume: 10 Issue: 1, 156 - 168, 30.04.2023
https://doi.org/10.30900/kafkasegt.1169130

Abstract

Dynamic assessment (DA), deriving from the Vygotskian Sociocultural theoretical approach, has attracted considerable attention from researchers in the fields of psychology and general education, but it is still regarded as a novel approach within the field of second language acquisition. DA can be defined as an approach not only focusing on assessment as its name suggests but also aiming to instruct learners through hints or prompts, which are forms of mediation within the framework of sociocultural theory. With the increasing number of studies on DA in the field of second language teaching, DA seems to have promising effects on language teaching and learning processes. This study aims to provide a brief review of the fundamental principles and constructs that are associated with DA. Firstly, we address the place of assessment in the field of education. We then discuss the theoretical framework of DA and then outline the principal components of the theory including the zone of proximal development (ZPD), mediation, and internalization, which are also critical for DA. After outlining the general framework, the study focuses on describing DA, which is followed by giving the basic tenets of DA. Additionally, the study draws a comparison between dynamic assessment and nondynamic assessment and discusses criticisms leveled at DA. Finally, the study addresses the advantages DA offers and concludes with final remarks and implications.

References

  • Ableeva, R. (2010). Dynamic Assessment of Listening Comprehension in Second Language Learning. Unpublished doctoral dissertation. The Pennsylvania State University.
  • Alderson, J. C. (2005). Diagnosing foreign language proficiency: The interface between learning and assessment. New York: Continuum.
  • Antón, M. (2009). Dynamic assessment of advanced second language learners. Foreign Language Annals, 42(3), 576-598.
  • Arievitch, I. (2017). Beyond the brain. An agentive activity perspective on mind, development, and learning. Rotterdam, Netherlands: Sense Publishers.
  • Ascher, C. (1990). Testing students in urban schools: Current problems and new directions. (Urban Diversity Series No. 100). New York: ERIC Clearinghouse on Urban Education. (ERIC Document Reproduction Service No. ED322283)
  • Bronfenbrenner, U. (1977) Toward an experimental ecology of human development. American Psychologist 32: 513-531.
  • Brown, A., & Ferrara, R.A. (1985). Diagnosing zones of proximal development. In J. V. Wertsch (Ed.), Culture, Communication and Cognition. Vygotskian Perspectives (pp. 273–305). Cambridge: Cambridge University Press.
  • Budoff, M. (1987). The validity of learning potential assessment. In Dynamic Assessment: An Interactive Approach to Evaluating Learning Potential. C.S. Lidz (Ed.). New York: Guilford.
  • Council of Europe, (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, U.K: Press Syndicate of the University of Cambridge.
  • Cresswell, J. W. (2012). Educational Research: Planning, conducting, and evaluating quantitative and qualitative research (4th Ed.). Upper Saddle River, NJ: Pearson Education.
  • Elliot, J., Lauchlan, F., & Stringer, P. (1996). Dynamic assessment and its potential for educational pyschologists. Educational Psychology in Practice, 12(3), 152-160.
  • Feuerstein, R., Rand, Y., & Hoffman, M.B. (1979). The Dynamic Assessment of Retarded 414 Performers: The Learning Potential Assessment Device, Theory, Instruments and Techniques. Baltimore, MD: University Park Press.
  • Gal’perin, P. Ya. (1992). Stage-by-stage formation as a method of psychological investigation. Journal of Russian and East European Psychology, 30, 60–80.
  • Gould, S.J. (1996). The Mismeasure of Man. Revised and Expanded. New York: W.W. Norton & Co.
  • Guthke, J. (1992). Learning Tests . The Concept, Main Research Findings, Problems, and Trends. Learning and Individual Differences 4: 137-151.
  • Haywood, H. C. (2012). Dynamic assessment: A history of fundamental ideas. Journal of Coginitive Education and Pscychology, 11(3), 217- 228.
  • Herman, J., & Golan, S. (1991). Effects of Standardized Testing on Teachers and Learning—Another Look. CSE Technical Report 334. Los Angeles, CA: National Center for Research on Evaluation, Standards and Student Testing, UCLA.
  • Hughes, A. 2003. Testing for LanguageTeachers. Cambridge: Cambridge University Press.
  • Jones, J. (2014). Student teachers developing a critical understanding of formative assessment in the modern foreign languages classroom on an initial teacher education course. The Language Learning Journal, 42(3), 275-288.
  • Kozulin, A. (2003). Psychological Tools and Mediated Learning. In Vygotsky’s Educational Theory in Cultural Context. A. Kozulin, B. Gindis, V. S. Ageyev, S., M. Miller (Eds.). Cambridge: Cambridge University Press.
  • Lantolf, J. P. (1995). Sociocultural Theory and L2: State of Art. Studies in Second Language Acquisition, 28, 67-109.
  • Lantolf, J. P. and Pavlenko, A. (1995). ‘Sociocultural theory and second language acquisition’. Annual Review of Applied Linguistics, 15, 108-24.
  • Lantolf, J.P. and Poehner, M.E. 2004: Dynamic assessment of L2 development: bringing the past into the future. Journal of Applied Linguistics, 1, 49-72.
  • Lantolf, J.P., & Thorne, S. (2006). Sociocultural Theory and the Genesis of Second Language Development. Oxford: Oxford University Press.
  • Lantolf, J. P., Poehner, M. E. & Thorne, S. L. (2020). Sociocultual theory and L2 development. In B. VanPatten, G. Keating, & S. Wulff (Eds.), Theories in Second Language Acquisition (pp. 223-247). 3rd Edition. New York: Routledge.
  • Lidz, C. S. (1991). Practitioner’s guide to dynamic assessment. New York: Guilford.
  • Lidz, C.S. & Gindis, B. (2003). Dynamic assessment of the evolving cognitive functions in children. In Kozulin, A., & Gindis, B., & Ageyev, V.S., & Miller, S.M. (Eds.), Vygotsky’s educational theory in cultural context (pp 99–118). Cambridge: Cambridge University Press.
  • Lidz, C.S. (2004). Dynamic assessment entry in The Concise Corsini Encyclopedia of Psychology and Behavioral Science, (3rd Ed.) (pp 302-303). W.E. Craighead and C.B. Nemeroff (Eds.). New York: Wiley.
  • Lidz, C. S. & Pena, E. D. (2009). Response to intervention and dynamic assessment: do we just appear to be speaking the same language? Seminars in Speech and Language, 30(2), 121-133.
  • Lidz, C. S. (2017). Dynamic Assessment: Thinking Assessment for the Thinking Teacher. International Association for Cognitive Education and Psychology, 1(2).
  • Luria, A. R. (1961). Study of the abnormal child. American Journal of Orthopsychiatry. A Journal of Human Behavior 31: 1-16.
  • Oosterhof, A. (2003). Developing and using classroom assessments. USA: Merrill/Prentice Hall.
  • Poehner, M.E. (2005). Dynamic assessment of advanced L2 learners of French. Unpublished doctoral dissertation. The Pennsylvania State University, University Park, PA.
  • Poehner, M.E. & J.P. Lantolf. (2005). Dynamic Assessment in the Language Classroom. Language Teaching Research, 9.
  • Poehner, M.E. (2008). Dynamic assessment: A Vygotskian approach to understanding and promoting second language development. Berlin: Springer Publishing.
  • Poehner, M. E. (2009). Group Dynamic Assessment: Mediation for the L2 Classroom. TESOL Quarterly, 43 (3), 471-491.
  • Poehner, M. E. & Infante, P. (2016). Dynamic Assesment in the Language Classroom.
  • Poehner, M. E., Davin, K. J., & Lantolf, J. P. (2017). Dynamic assessment. In Shohamy, E., Lair, G. & May, S. (eds.), Language, testing and assessment: Encyclopedia of language and education (3rd ed.). Cham: Springer, 243–256.
  • Russel, M. K. & Airasian, P. W. (2012). Classroom assessment: Concepts and applications (7th Ed.). New York: McGraw-Hill.
  • Tzuriel, D. (2011). Revealing the effects of cognitive education programmes through dynamic assessment. Assessment in Education: Principles, Policies & Practice, 18(2), 113-131.
  • Vygotsky, L.S. (1978). Mind in Society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  • Wertsch, J. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.
  • Yaroshevsky, M. (1989). Lev Vygotsky. Moscow: Progress Press.
There are 43 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Yelda Orhon 0000-0002-1721-6209

İsmail Mirici 0000-0002-0906-0259

Early Pub Date April 30, 2023
Publication Date April 30, 2023
Submission Date August 31, 2022
Published in Issue Year 2023 Volume: 10 Issue: 1

Cite

APA Orhon, Y., & Mirici, İ. (2023). A Decriptive Overview of Dynamic Assessment. E-Kafkas Journal of Educational Research, 10(1), 156-168. https://doi.org/10.30900/kafkasegt.1169130

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