Dynamic assessment in the language classroom

Matthew Edward Poehner, James Lantolf

Research output: Contribution to journalArticle

115 Citations (Scopus)

Abstract

The focus of this paper is on the implementation of Dynamic Assessment (henceforth, DA) in the L2 classroom setting. DA is an approach to assessment and instruction derived from Vygotsky's theory of the Zone of Proximal Development (henceforth, ZPD). In what follows, we will first discuss briefly the concept of the ZPD and its realization in DA procedures; next we will briefly discuss the work of Reuven Feuerstein, whose work on DA is most directly relevant to the goal of the present article (for a discussion of other models of DA, see Lantolf and Poehner, 2004; Sternberg and Grigorenko, 2002); finally, we will compare DA to Formative Assessment (henceforth, FA) and will suggest how FA might be reconceptualized according to DA principles. In the language testing literature, FA is usually contrasted with Summative Assessment on the grounds that the former is intended to feed back into the teaching and learning process while the latter reports on the outcomes of learning (Bachman, 1990: 60-61). Moreover, FA procedures are generally considered to be less systematic and not as high-stakes as summative assessments. Following Rea-Dickins and Gardner (2000), however, we suggest that FA is not necessarily low-stakes and that it can be carried out quite systematically, yielding results that may be more systematic and revealing with regard to learner development than summative assessments.

Original languageEnglish (US)
Pages (from-to)233-265
Number of pages33
JournalLanguage Teaching Research
Volume9
Issue number3
DOIs
StatePublished - Jul 1 2005

Fingerprint

classroom
language
Fatty Acids
Dynamic Assessment
Language
learning process
instruction
Teaching
learning

All Science Journal Classification (ASJC) codes

  • Language and Linguistics
  • Education
  • Linguistics and Language

Cite this

Poehner, Matthew Edward ; Lantolf, James. / Dynamic assessment in the language classroom. In: Language Teaching Research. 2005 ; Vol. 9, No. 3. pp. 233-265.
@article{4d38c30be96742e8813667cd234cacf8,
title = "Dynamic assessment in the language classroom",
abstract = "The focus of this paper is on the implementation of Dynamic Assessment (henceforth, DA) in the L2 classroom setting. DA is an approach to assessment and instruction derived from Vygotsky's theory of the Zone of Proximal Development (henceforth, ZPD). In what follows, we will first discuss briefly the concept of the ZPD and its realization in DA procedures; next we will briefly discuss the work of Reuven Feuerstein, whose work on DA is most directly relevant to the goal of the present article (for a discussion of other models of DA, see Lantolf and Poehner, 2004; Sternberg and Grigorenko, 2002); finally, we will compare DA to Formative Assessment (henceforth, FA) and will suggest how FA might be reconceptualized according to DA principles. In the language testing literature, FA is usually contrasted with Summative Assessment on the grounds that the former is intended to feed back into the teaching and learning process while the latter reports on the outcomes of learning (Bachman, 1990: 60-61). Moreover, FA procedures are generally considered to be less systematic and not as high-stakes as summative assessments. Following Rea-Dickins and Gardner (2000), however, we suggest that FA is not necessarily low-stakes and that it can be carried out quite systematically, yielding results that may be more systematic and revealing with regard to learner development than summative assessments.",
author = "Poehner, {Matthew Edward} and James Lantolf",
year = "2005",
month = "7",
day = "1",
doi = "10.1191/1362168805lr166oa",
language = "English (US)",
volume = "9",
pages = "233--265",
journal = "Language Teaching Research",
issn = "1362-1688",
publisher = "SAGE Publications Ltd",
number = "3",

}

Dynamic assessment in the language classroom. / Poehner, Matthew Edward; Lantolf, James.

In: Language Teaching Research, Vol. 9, No. 3, 01.07.2005, p. 233-265.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Dynamic assessment in the language classroom

AU - Poehner, Matthew Edward

AU - Lantolf, James

PY - 2005/7/1

Y1 - 2005/7/1

N2 - The focus of this paper is on the implementation of Dynamic Assessment (henceforth, DA) in the L2 classroom setting. DA is an approach to assessment and instruction derived from Vygotsky's theory of the Zone of Proximal Development (henceforth, ZPD). In what follows, we will first discuss briefly the concept of the ZPD and its realization in DA procedures; next we will briefly discuss the work of Reuven Feuerstein, whose work on DA is most directly relevant to the goal of the present article (for a discussion of other models of DA, see Lantolf and Poehner, 2004; Sternberg and Grigorenko, 2002); finally, we will compare DA to Formative Assessment (henceforth, FA) and will suggest how FA might be reconceptualized according to DA principles. In the language testing literature, FA is usually contrasted with Summative Assessment on the grounds that the former is intended to feed back into the teaching and learning process while the latter reports on the outcomes of learning (Bachman, 1990: 60-61). Moreover, FA procedures are generally considered to be less systematic and not as high-stakes as summative assessments. Following Rea-Dickins and Gardner (2000), however, we suggest that FA is not necessarily low-stakes and that it can be carried out quite systematically, yielding results that may be more systematic and revealing with regard to learner development than summative assessments.

AB - The focus of this paper is on the implementation of Dynamic Assessment (henceforth, DA) in the L2 classroom setting. DA is an approach to assessment and instruction derived from Vygotsky's theory of the Zone of Proximal Development (henceforth, ZPD). In what follows, we will first discuss briefly the concept of the ZPD and its realization in DA procedures; next we will briefly discuss the work of Reuven Feuerstein, whose work on DA is most directly relevant to the goal of the present article (for a discussion of other models of DA, see Lantolf and Poehner, 2004; Sternberg and Grigorenko, 2002); finally, we will compare DA to Formative Assessment (henceforth, FA) and will suggest how FA might be reconceptualized according to DA principles. In the language testing literature, FA is usually contrasted with Summative Assessment on the grounds that the former is intended to feed back into the teaching and learning process while the latter reports on the outcomes of learning (Bachman, 1990: 60-61). Moreover, FA procedures are generally considered to be less systematic and not as high-stakes as summative assessments. Following Rea-Dickins and Gardner (2000), however, we suggest that FA is not necessarily low-stakes and that it can be carried out quite systematically, yielding results that may be more systematic and revealing with regard to learner development than summative assessments.

UR - http://www.scopus.com/inward/record.url?scp=21744450634&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=21744450634&partnerID=8YFLogxK

U2 - 10.1191/1362168805lr166oa

DO - 10.1191/1362168805lr166oa

M3 - Article

AN - SCOPUS:21744450634

VL - 9

SP - 233

EP - 265

JO - Language Teaching Research

JF - Language Teaching Research

SN - 1362-1688

IS - 3

ER -