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Dynamic Assessment |
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Dynamic Assessment has its origins in L.S. Vygotsky's writings on the 'zone of proximal development' (ZPD), most notably his observation that children with seemingly similar abilities may perform quite differently when offered assistance. Through theoretical and empirical work, Vygotsky and his colleagues determined that an individual's responsiveness to assistance is indicative of his/her future performance; that is, what s/he can do today when offered various forms of help represents what s/he will be able to do tomorrow independently.
Contemporary approaches to assessment - including large-scale standardized testing, performance assessments, and classroom-based assessments - require the examinee to function in relative isolation. Dynamic Assessment, in contrast, prescribes mediation of the examinee's performance as an integral part of the assessment process. Dynamic Assessment calls for the unity of assessment and instruction with the goal of learner development. |
PROFESSIONAL DEVELOPMENT MATERIALS:
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This guide is designed to familiarize teachers with an innovative pedagogical approach known as Dynamic Assessment (DA) which brings instruction and assessment together into a seamless and unified process. It is based on the premise that a full picture of learner development not only requires evidence of what an individual is able to achieve when acting alone but it also necessitates knowledge of how a learner responds to assistance, or mediation, when attempting to carry out tasks that are difficult or impossible to complete independently. |
| Chapters on: |
| Foundations of Dynamic Assessment — introduces the general theory of human development, which originates in the writings of the Russian psychologist, L.S. Vygotsky. |
| The Zone of Proximal Development — addresses this specific theoretical concept that is most immediately connected to DA |
| Dynamic Assessment — presents the different approaches to DA that researchers and educators have developed since the concept was first introduced to North American audiences by Vygotsky’s colleague, A. R. Luria in 1961 |
| Dynamic Assessment and Second Language Learning — focuses on DA as it pertains specifically to foreign and second language education. |
Preview:
[Table of Contents] [Prologue] [Bibliography]
Previews are in PDF format, and will open in a new window
2007. CALPER Publications.
E-Book on DVD
ISBN: 978-09793950-0-0
[ordering information]
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"Finally,
there is a DVD available for dissemination to professionals who wish to
become familiar with the basic principles of dynamic assessment! The CALPER
center at Pennsylvania State University has produced a training DVD that
not only provides a narrative overview of the history and practice of
dynamic assessment, but uniquely provides video examples of mediated interactions,
along with an analysis of the components of the mediation. The DVD has
been developed in relation to the training of individuals within the field
of applied linguistics; however, its potential for application is much
broader. The DVD is appropriate for anyone training in a field that involves
clinical diagnosis, whether speech/language, psychology, or education,
that is, any professional that involves interactive communication. However,
it will certainly be of direct value for language educators. Although
discussions of the interactive communications focus on application of
the principles of both Mediated Learning Experience as described by Feuerstein
and theories of development of Vygotsky, the coverage of dynamic assessment
is broader and more comprehensive than any one specific model. I couldn’t
be more pleased to have this DVD among my resources." |
Carol S. Lidz, Psy.D. Philadelphia, PA Retired psychologist/school psychologist |
2008 Summer Workshop at University Park
Dynamic Assessment in the Foreign Language Classroom
Friday + Saturday, June 27 - 28, 2008 .....9:00am - 4:30pm
Foreign language educators and testers have been exploring ways of bringing instruction and assessment closer together. Dynamic Assessment is an innovative response to this issue whereby instruction and assessment are unified into a single process that not only reveals learners’ language ability but at the same time helps them move beyond this ability to higher levels of development.
Presenters: James P. Lantolf and Matthew E. Poehner, Penn State
PA teachers: ACT 48 - 12 hrs
PUBLICATIONS:
Poehner, M. E. and J. P. Lantolf (2005). "Dynamic assessment in the language classroom." Language Teaching Research, 9, 233-265.
Lantolf, J. P. and Poehner, M. E. (2004). "Dynamic assessment: Bringing the past into the future." Journal of Applied Linguistics, 1, 49-74.
Poehner, M. E. and Lantolf, J. P. (2003). Dynamic assessment of L2 development: Bringing the past into the future. (CALPER Working Paper Series, No. 1). The Pennsylvania State University, Center for Advanced Language Proficiency Education and Research.
this paper can be downloaded from our Publications page
Research and Materials Development 2006-2010:
- CALPER is collaborating with the Falk Laboratory School of the College of Education at the University of Pittsburgh to obtain documentation on the use of the Dynamic Assessment process in an elementary Spanish language classroom.
- CALPER will develop a Dynamic Assessment approach to the ACTFL Oral Proficiency Interview with LARC (Language Acquisition Resource Center), the Title VI National Language Resource Center at San Diego State University.
Project Co-Directors:
James P. Lantolf and Matthew E. Poehner, The Pennsylvania State University
© 2002-2008 CALPER and The Pennsylvania State University. All Rights Reserved.
