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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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Dynamic Assessment. A Teacher's Guide James P. Lantolf and Matthew E. Poehner 2007, 124pp, DVD. Appendix with Video Texts and Analyses / 26 pp and Video Component which shows detailed interactions between learner and mediator ISBN: 978-0-9793950-0-0 Preview [PDF] [Table of Contents] [Prologue] [Bibliography] [Purchase 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 |
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Dynamic Assessment. A Vygotskian Approach to Understanding and Promoting L2 Development Series: Educational Linguistics , Vol. 9 Matthew E. Poehner Springer 2008, XI, 201 p., Hardcover ISBN: 978-0-387-75774-2 Publisher's website . Online copies available through some university libraries. |
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This book presents the first in-depth analysis of DA’s application to particular problems of L2 development. It includes detailed discussions of the core theoretical tenets as well as guidelines for implementing DA principles in L2 classrooms. The book will be of interest to language teacher educators, language testers, classroom practitioners, and students and researchers in the areas of SLA, language pedagogy, and assessment. Written for: Researchers in applied linguistics, language testing and assessment, and L2 pedagogy, L2 classroom interaction, L2 teaching and learning, and theories of L2 development, graduate students and scholars in SLA |
2010 Summer Workshop
Assessment for Learning in Title coming soon
July 6-17, 2009 ..... 4:15pm - 6:15pm
Exploration of theoretical assumptions of contemporary assessment practices and an alternative view that understands assessment as integral to classroom activity.
Despite recurring calls for a closer connection between teaching and assessment, the two largely remain separate activities with distinct goals and methods. Assessment may be characterized by a measurement orientation that is realized most fully in standardized testing, but that also informs much classroom-based assessment, even when the goal is to support learning (e.g., formative assessment, assessment for learning). In this course we will explore the theoretical assumptions inherent in much contemporary assessment practice before proposing an alternative and gradually increasing view that understands assessment as an integral part of classroom activity (Rea-Dickins, 2006, 2007; Poehner, 2008). Assessment need not be a stand-alone activity that conflicts with or is even complementary to teaching but may be conceived as a perspective on classroom activity, a way of framing and interpreting teaching and learning that requires systematic interpretation of various kinds of evidence of learner abilities in order to continually support development. This view aligns with recent proposals, including “assessment as inquiry” (Delandshere, 2002), “proximal formative assessment” (Erickson, 2007), and “dynamic assessment” (Haywood & Lidz, 2007). Rather than a new set of techniques or instruments, this way of thinking about assessment requires a conceptual framework to both document and support learner development. Illustrations are drawn from familiar activities (e.g., portfolios, projects) and recent innovations (e.g., corpus-informed assessment).
Instructors: Pauline Rea-Dickins, University of Bristol and Matthew E. Poehner, Penn State
This course can be taken for credit or non-credit. For more information please visit Penn State Outreach: 2009 Summer Institute in Applied Linguistics Website
PUBLICATIONS:
Poehner, M.E. (2009). Dynamic assessment as a dialectical framework for classroom activity: evidence from second language (L2) learners. Journal of Cognitive Education and Psychology, 8 (3), 252-268.
Ableeva, R. (2008). Listening comprehension in foreign language instruction.(CALPER Professional Development Document 0810). University Park, PA: The Pennsylvania State University, Center for Advanced Language Proficiency Education and Research.
Poehner, M.E. (2008). Dynamic assessment. A Vygotskian approach to understanding and promoting L2 development. New York: Springer.
Lantolf, J.P., & Poehner, M.E. (2007). Dynamic assessment in the foreign language classroom: A teacher's guide. University Park, PA: CALPER Publications.
Lantolf, J.P., & Poehner, M.E. (2007). Language proficiency or symbolic capability: a dialectical perspective. (CALPER Working Paper Series, No. 9). The Pennsylvania State University: Center for Advanced Language Proficiency Education and Research.
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.
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
© 2002-2009 CALPER and The Pennsylvania State University. All Rights Reserved.
