DYNAMIC ASSESSMENT REVISITED: PEDAGOGICAL CONSIDERATIONS IN L2 CONTEXT

Dynamic assessment seeks to make substantive changes in the examinee through engaging with the learner in an assessment context by providing feedback finely tuned across an array of cumulative complex or challenging tasks; a manner genuinely different from traditional assessment models. This article reviews a meta-analysis of published studies on dynamic assessment. In so doing, the genesis of Dynamic Assessment (DA), its theoretical basis considering Vygotskyʹs notion of Zone of Proximal Development (ZPD), different models of DA, differences between DA and traditional static approaches to assessment, application of DA in educational settings, and pedagogical considerations in L2 context have all been elaborated on. In conclusion, since DA pivots around offering constantly re-negotiated intervention -not sufficed to a specific task but a permanent development in approaching tasks in general- mediators should not only provide any form of mediation demanded by the context, but also be cognizant of the changing needs of the learners and offer cumulative complex tasks to challenge learnersʹ present cognition and form ZPD.