Dynamic Assessment Resources

Author(s): James P. Lantolf & Matthew E. Poehner, Penn State
Publication Year(s): 2011

Dynamic Assessment related Websites:

Dynamic Assessment – The official Dynamic Assessment website, containing an introduction to Dynamic Assessment, a directory of Dynamic Assessment researchers, practitioners, and resource centers, training opportunities, and an extensive bibliography.

The Feuerstein Institute -International Center for the Enhancement of Learning Potential – Reuven Feuerstein’s center for clinical applications of the Mediated Learning Experience approach to Dynamic Assessment.

The Center for Cognitive-developmental Assessment and Remediation – established by Boris Gindis, this center applies Dynamic Assessment principles with internationally adopted children and their families.

The International Center for Mediated Learning – built upon the Mediated Constructivism Theory, also known as the MindLadder model, a Dynamic Assessment application developed by Mogens and Myltreda Jensen and inspired largely by Feuerstein’s Mediated Learning Experience. This site provides information for school districts interested in establishing MindLadder programs.

The Southeastern Center for the Enhancement of Learning – located in Atlanta, GA, this center is affiliated with Reuven Feuerstein’s International Center for the Enhancement of Learning Potential and offers clinical services and training in Feuerstein’s Mediated Learning Experience.

Vygotsky related Websites:

http://webpages.charter.net/schmolze1/vygotsky/vygotsky.html [highly recommended]
This page offers a very thorough set of materials on Vygotsky’s life and his theory along with links to the work of his most influential colleagues and those whose theories of mental development interface with his, including Bakhtin, Piaget, Luria, and Ilyenkov. Explanations of such important concepts as mediation, collaboration, semiotic activity, and inclusion can also be found. Finally, the page contains links to studies where Vygotskian principles have been put into practice in the educational setting.

This page offers biographical information on Vygotsky as well as a photo archive of Vygotsky and his colleagues and students. It contains links to a theory into practice data base as well as a critical review and analysis of his most well known work Thought and Language. It also provides a discussion of egocentric speech as well as the dialectical method. Unfortunately, some of the links have been broken, but what is still available is quite informative.

This page provides a brief but informative overview of Vygotskian principles with special focus on their application to education. It is a good first place to go for someone who is not that familiar with Vygotsky’s theory.


This is another good overview page for those unfamiliar with Vygotsky’s writings. It also provides links to others who have been influenced by Vyogotsky’s theory, including Jerome Bruner and Reuven Feuerstein.

This page contains links to numerous articles on various aspects of sociocultural theory, including some of the most recent publications, reviews of works dealing with the theory, and to the work of people instrumental in developing the theory, such as Luria, Leontiev, Cole, Ratner, Engestrom, Lemke, and Nardi.


Ableeva, R. (2010). Dynamic Assessment of listening comprehension in second language learning. Unpublished doctoral dissertation. The Pennsylvania State University, University Park, PA. Available at Penn State Libraries.

Ableeva R. (2008). The effects of dynamic assessment on L2 listening comprehension. In J. P. Lantolf & M. E. Poehner (Eds.), Socio-cultural theory and the teaching of second languages (pp. 57-86). London: Equinox.

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.

Ableeva R. (2007). Assessing listening for development. In R. Alanen & S. Poyhonen (Eds.), Language in action. Vygotsky and Leontievian legacy today (pp. 352-379). Cambridge: Cambridge Scholars Publishing.

Ableeva, R. & Lantolf, J. P. (2011). Mediated dialogue and the microgenesis of second language listening comprehension. Assessment in Education, 18, 133-149.

Aljaafreh, A., & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal, 78, 465-483.

Antón, M. (2009). Dynamic assessment of advanced second language learners. Foreign Language Annals, 42 (3), 576-598.

Darhower, M. A., & Tharrington, K. (2007). Dynamic assessment in synchronous computer-mediated communication: A case study of L2 Spanish past narration. Unpublished manuscript.

Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf & G. Appel (Eds.), Vygotskyan approaches to second language research (pp.35-56). Norwood, NJ: Ablex Publishing Corporation.

Erben, T., Ban, R., & Summers, R. (2008) Changing examination structures within a college of education: The application of dynamic assessment in pre-service ESOL endorsement courses in Florida. In J. P. Lantolf & M. E. Poehner (Eds.), Sociocultural theory and the teaching of second languages (pp. 87-114) London: Equinox.

Feuerstein, R., Falik, L., Rand, Y., & Feuerstein, R. S. (2003). Dynamic assessment of cognitive modifiability. Jerusalem: ICELP Press.

Hill, K., & Sabet, M. (2009). Dynamic speaking assessments. TESOL Quarterly 43, 537-545.

Kozulin, A. (1998). Psychological tools: A sociocultural approach to education. Cambridge, MA: Harvard University Press.

Kozulin, A., & Garb, E. (2002). Dynamic assessment of EFL text comprehension of at-risk students. School Psychology International, 23, 112-127.

Kozulin, A., & Gindis, B. (2007). Sociocultural theory and education of children with special needs. From defectology to remedial pedagogy. In H. Daniels, M. Cole, & J. V. Wertsch (Eds.), The Cambridge companion to Vygotsky (pp. 332-362). Cambridge: Cambridge University Press.

Lantolf, J. P. (2009). Dynamic Assessment: the dialectical integration of instruction and assessment. Language Teaching 42, 355-368.

Lantolf, J. P., & Poehner, M. E. (2011). Dynamic assessment in the classroom: Vygotskian praxis for second language development. Language Teaching Research, 15, 11-33.

Lantolf, J. P., & Poehner, M. E. (2007). Dynamic assessment. In N. Hornberger (General Ed.) The encyclopedia of language and education, vol. 7: Language testing and assessment, E. Shohamy (Ed.), (pp. 273-285). Cambridge: Cambridge University Press.

Lantolf, J. P., & Poehner, M. E. (2006). Dynamic assessment in the foreign language classroom: A teacher’s guide. University Park, PA: CALPER Publications.

Lantolf, J. P., & Poehner, M. E. (2004). Dynamic assessment: Bringing the past into the future. Journal of Applied Linguistics 1 , 49-74.

Lantolf, J. P., & Poehner, M. E. (2004). Dynamic assessment in the language classoom. (CALPER Professional Development Document CPDD 0411). University Park, PA: The Pennsylvania State University, Center for Advanced Language Proficiency Education and Research.

Lantolf, J. P., & Thorne, S. L. (2006). The sociogenesis of second language development. Oxford: Oxford University Press.

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.

Leung, C. (2007). Dynamic assessment: Assessment for and as teaching? Language Assessment Quarterly: An International Journal, 4,257-278.

Lidz, C. S., & Gindis, B. (2003). Dynamic assessment of the evolving cognitive functions in children. In A. Kozulin, B. Gindis, V. S. Ageyev, & S. M. Miller (Eds.), Vygotsky’s educational theory in cultural context (pp. 99-118). Cambridge. Cambridge University Press.

Lidz, C., & Elliott, J. (Eds.). (2000). Dynamic assessment: Prevailing models and applications. Oxford: Elsevier.

Martin, D. (2009). Language disabilities in cultural and linguistic diversity. Bristol, UK: Multilingual Matters.

Minick, N. (1987). Implications of Vygotsky’s theories for dynamic assessment. In C. S. Lidz (Ed.), Dynamic assessment: An interactive approach to evaluating learning potential (pp. 116-140). New York: Guilford.

Poehner, M. E., Zhang, J., & Lu, X. (2017). Computerized dynamic assessments for young language learners. In M. K. Wolf & Y. G. Butler (Eds.), English language proficiency assessments for young learners (pp. 214-233). London: Routledge.

Poehner, M. E., & Lantolf, J. P. (2013) Bringing the ZPD into the equation: Capturing L2 development during Computerized Dynamic Assessment (C-DA). Language Teaching Research, 17 (3), 323-342.

Poehner, M. E. (2011). Dynamic Assessment: Fairness through the prism of mediation. Assessment in Education: Principles, Policy and Practice 18(2).

Poehner, M. E. (2011). Validity and interaction in the ZPD: Interpreting learner development through L2 Dynamic Assessment. International Journal of Applied Linguistics, 21, 244-263.

Poehner, M. E. & Ableeva, R. (2011). Dynamic Assessment. From display of knowledge to engagement in the activity of development. In D. Tsagari & I. Csepes (Eds.), Classroom-based language assessment. Frankfurt: Peter Lang.

Poehner, M. E., & Van Compernolle, R. A. (2011). Frames of interaction in Dynamic Assessment: Developmental diagnoses of second language learning. Assessment in Education: Principles, Policy and Practice, 18 (2).

Poehner, M. E., & Lantolf, J. P. (2010). Vygotsky’s teaching-assessment dialectic and L2 education: The case for dynamic assessment. Mind, Culture, and Activity. An International Journal, 17, 312-330.

Poehner, M. E. (2009). Dynamic assessment as a dialectic framework for classroom activity: evidence from second language (L2) learners. Journal of Cognitive Education and Psychology, 8, 252-268.

Poehner, M. E. (2008). Both sides of the conversation: The interplay between mediation and learner reciprocity in dynamic assessment. In J. P. Lantolf & M. E. Poehner (Eds.), Sociocultural theory and the teaching of second languages (pp. 33-56). London: Equinox Publishing.

Poehner, M. E. (2008). Dynamic assessment: A Vygotskyan approach to understanding and promoting second language development. Berlin: Springer.

Poehner, M. E. (2009) Group Dynamic Assessment: Mediation for the L2 Classroom. TESOL Quarterly, 43 (3), 471-491.

Poehner, M. E. (2007). Beyond the test: L2 dynamic assessment and the transcendence of mediated learning.The Modern Language Journal, 91 , 323-340.

Poehner, M. E. (2005). Dynamic assessment among advanced L2 learners of French. Unpublished doctoral dissertation , The Pennsylvania State University, University Park, PA.

Poehner, M. E., & Lantolf, J. P. (2005). Dynamic assessment in the language classroom. Language Teaching Research 9, 1-33.

Poehner, M. E., & 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.

Schneider, E., & Ganschow, L. (2000). Dynamic assessment and instructional strategies for learners who struggle to learn a foreign language. Dyslexia 6, 72-82.

Sternberg, R. J., & Grigorenko, E. L. (2002). Dynamic Testing. The nature and measurement of learning potential. Cambridge: Cambridge University Press.

Summers, R. (2008). Dynamic assessment: Towards a model of dialogic engagement. Unpublished doctoral dissertation. University of South Florida.

Introduction to Dynamic Assessment by Center for Advanced Language Proficiency Education and Research (CALPER), on Youtube Click here to watch video

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