Dynamic Assessment: From Underlying Constructs to Implications for Language Teaching

Journal of Studies in Learning and Teaching English

مقاله 8، دوره 4، شماره 2 - شماره پیاپی 8، اسفند 2015، صفحه 119-132   

نویسندگان

Leila Mehrnoosh^{* 1}؛ Ehsan Rassaei²

¹Department of Foreign Languages, Shiraz Branch,Islamic Azad University, Shiraz, Iran

²Department of Foreign Languages, Shiraz Branch, Islamic Azad University, Shiraz, Iran

چکیده

Testing as a general trait of social life has received a great deal of attention by many language teachers and scholars. Throughout history, people have been tested to prove their abilities and experiences or to confirm their capacities. Many authorities have said that assessment and instruction should be integrated as a single and inseparable activity which seeks to understand development by actively promoting it. This pedagogical approach known as Dynamic Assessment (DA) developed based on Vygotsky's theory, focuses on the widespread acceptance of independent performance of individuals' abilities. Following Vygtosky's Zone of Proximal Development (ZPD) and his argument that DA involves purposeful mediational techniques, true development goes beyond traditional assessments (static assessments). In this article, a theoretical perspective of dynamic assessment is mentioned and it concludes with recommendations for future research on implementing dynamic assessment in L2 classrooms. 

کلیدواژه‌ها

Dynamic Assessment؛ mediation؛ Zone of Proximal Development