Dynamic assessment of L2 development
bringing the past into the future
DOI:
https://doi.org/10.1558/japl.v1.i1.49Keywords:
assessment, instruction, mediation, zone of proximal development, Vygotsky, validityAbstract
The present paper outlines a theoretical framework for the application of dynamic assessment procedures to second language assessment and pedagogy. Dynamic assessment (DA) is grounded in Vygotsky’s writings on the zone of proximal development (ZPD) and has been widely researched in psychology and education. DA distinguishes itself from other approaches to assessment by insisting that mediation of the examinee’s performance prompts, hints, leading questions etc. – during the assessment procedure is crucial to understanding his/her abilities and for promoting development during the assessment process itself. In this paper, the major approaches to DA are reviewed and some key studies are reported on. The few language-acquisition DA studies that have been carried out to date are then considered. Th e paper concludes with a discussion of some of the criticisms leveled against DA and recommendations for further research into DA’s potential contributions to applied linguistics.
References
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Bronnfenbrenner, U. (1977) Toward an experimental ecology of human development. American Psychologist 32: 513–31.
Brown, A. and Ferrara, R. A. (1985) Diagnosing zones of proximal development. In J. V. Wertsch (ed.) Culture, Communication and Cognition. Vygotskian Perspectives. Cambridge. Cambridge University Press.
Büchel, F. P. and Scharnhorst, U. (1993) Th e Learning Potential Assessment Device (LPAD): discussion of theoretical and methodological problems. In J. H. M Hamers, K. Sijtsma and A. J. J. M. Ruijssenaars (eds) Learning Potential Assessment: theoretical, methodological and practical issues. Amsterdam: Swets & Zeitlinger.
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Budoff , M. (1987) Th e validity of learning potential assessment. In C. S. Lidz (ed.) Dynamic Assessment: an interactive approach to evaluating learning potential. New York: Th e Guilford Press.
Budoff , M. and Friedman, M. (1964) ‘Learning potential’ as an assessment approach to the adolescent mentally retarded. Journal of Consulting Psychology 28: 434–9.
Campione, J. C., Brown, A. L., Ferrera, R. A. and Bryant, N. R. (1984) Th e zone of proximal development: implications for individual diff erences and learning. In B. Rogoff & J. V. Wertsch (eds) Children’s Learning in the ‘Zone of Proximal Development’. San Francisco: Jossy-Bass.
Carlson, J. and Wiedl, K. H. (2000) Th e validity of dynamic assessment. In C. S. Lidz and J. G. Elliott (eds) Dynamic Assessment: Prevailing Models and Applications. Amsterdam: Elsevier.
Corman, L. and Budoff , M. (1973) A comparison of group and individual training procedures on the Raven Learning Potential Measure. RIEPrint # 56. Cambridge, MA: Research Institute for Educational Problems.
Elkonin, D. (1998) Epilogue. Th e Collected Works of L. S. Vygotsky. Vol. 5. Child Psychology. R. W. Rieber (ed.) with a prologue by C. Ratner. New York: Plenum.
Ellis, R. (2003) Task-based Language Learning and Teaching. Oxford: Oxford University Press.
Feuerstein, R., Rand, Y. and Rynders, J. E. (1988) Don’t Accept Me as I Am. Helping Retarded Performers Excel. New York: Plenum.
Feuerstein, R., Rand, Y., Hoff man, M. B. and Miller, R. (1980) Instrumental Enrichment. Baltimore, MD: University Park Press.
Feuerstein, R., Miller, R., Hoff man, M. B., Rand, Y., Mintzker, Y. and Jensen, M. R. (1981) Cognitive modifi ability in adolescence: cognitive structure and the eff ects of intervention. Th e Journal of Special Education 15: 269–87.
Feuerstein, R., Rand, Y. and Hoff man, M. B. (1979) Th e Dynamic Assessment of Retarded Performers: Th e Learning Potential Assessment Device, Th eory, Instruments, and Techniques. Baltimore: University Park Press.
Gibbons, P. (2003) Mediating language learning: teacher interactions with ESL students in a content-based classroom. TESOL Quarterly 37: 247–73.
Glutting, J. J. and McDermott, P.A. (1990) Principles and problems in learning potential. In C. R. Reynolds and R. W. Kamphaus. Handbook of Psychological and Educational Assessment of Children. Intelligence and Achievement. New York: Guilford.
Grigorenko, E. L., Sternberg, R. J. and Ehrman, M. E. (2000) A theory-based approach to the measurement of foreign language learning ability: the CANAL-FT theory and test. Th e Modern Language Journal 84: 390–405.
Güthke, J. (1982) Th e learning test concept – an alternative to the traditional static intelligence test. Th e German Journal of Psychology 6(4): 306–24.
Güthke, J., Heinrich, A. and Caruso, M. (1986) Th e diagnostic program of ‘syntactical rule and vocabulary acquisition’ – a contribution to the psychodiagnosis of foreign language learning ability. In F. Klix and H. Hagendorf (eds) Human Memory and Cognitive Capabilities. Mechanisms and Performances. Amsterdam: Elsevier.
Güthke, J. and Beckmann, J. F. (2000) Th e learning test concept and its applications in practice. In C. S. Lidz and J. G. Elliott (eds) Dynamic Assessment: prevailing models and applications. Amsterdam: Elsevier.
Karpov, Y. V. and Gindis, B. (2000) Dynamic assessment of the level of internalization of elementary school children’s problem-solving activity. In C. S. Lidz and J. G. Elliott (eds) Dynamic Assessment: prevailing models and applications. Amsterdam: Elsevier.
Kozulin, A. and Garb, E. (2002) Dynamic assessment of EFL text comprehension of at-risk students. School Psychology International 23: 112–27.
Krashen, S. D. (1981) Second Language Acquisition and Second Language Learning. Oxford: Pergamon Press.
Krashen, S. D. (1983) Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press.
Lantolf, J. P. (2003) Intrapersonal communication and internalization in the second language classroom. In A. Kozulin, V. S. Ageev, S. Miller & B. Gindis, (eds) Vygotsky’s Th eory of Education in Cultural Context. Cambridge: Cambridge University Press.
Lidz, C. S. (1991) Practitioner’s Guide to Dynamic Assessment. New York: Guilford.
Lidz, C. S. and Gindis, B. (2003) Dynamic assessment of the evolving cognitive functions in children. In A. Kozulin, V. S. Ageev, S. Miller and B. Gindis (eds) Vygotsky’s Educational Th eory in Cultural Context. Cambridge: Cambridge University Press.
Lunt, I. (1993) Th e practice of assessment. In H. Daniels (ed.) Charting the Agenda. Educational Activity aft er Vygotsky. London: Routledge.
Messick, S. (1988) Th e once and future issues of validity: assessing the meaning and consequences of measurement. In H. Wainer and H. I. Braun (eds) Test Validity. Hillsdale, NJ: Erlbaum.
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. New York: Th e Guilford Press.
Newman, F. and Holzman, L. (1993) Lev Vygotsky. Revolutionary Scientist. London: Routledge.
Peña, E. D. and Gillam, R. B. (2000) Dynamic assessment of children referred for speech and language evaluations. In C. S. Lidz and J. G. Elliott (eds) Dynamic Assessment: prevailing models and applications. Amsterdam: Elsevier.
Pienemann, M. (1998) Language Processing and Second Language Development. Processability Th eory. Amsterdam: John Benjamins.
Poehner, M. E. (in progress) Dynamic assessment of advanced L2 learners of French. Ph.D. dissertation. Penn State University.
Poehner, M. E. and Lantolf, J. P. (in progress) Dynamic assessment: a Vygotskian approach to evaluating and promoting learning in the L2 classroom.
Rea-Dickins, P. (2001) Mirror, mirror on the wall: identifying processes of classroom assessment. Language Testing 18: 429–62.
Schneider, E. and Ganschow, L. (2000) Dynamic assessment and instructional strategies for learners who struggle to learn a foreign language. Dyslexia 6: 72–82.
Shohamy, E. (1988) Closing the gap between research and practice: applications of research results to classroom testing. Revised version of a paper delivered at the English Teachers’ Association of Israel International Conference, Jerusalem.
Snow, R. E. (1990) Progress and propaganda in learning assessment. Contemporary Psychology 35: 1134–6.
Sternberg, R. J. and Grigorenko, E.L. (2002) Dynamic Testing. Th e Nature and Measurement of Learning Potential. Cambridge: Cambridge University Press.
Swain, M. (1993) Second language testing and second language acquisition: Is there a confl ict with traditional psychometrics? Language Testing 10: 193–207.
Tomasello, M. (1999) Th e Cultural Origins of Cognition. Oxford: Oxford University Press.
Torrance, H. and Pryor, J. (1998) Investigating Formative Assessment: teaching, learning and assessment in the classroom. Buckingham: Open University Press.
Tzuriel, D. and Shamir, A. (2002) Th e eff ects of mediation in computer assisted dynamic assessment. Journal of Computer Assisted Learning 18: 21–32.
Valsiner, J. (2001) Process structure of semiotic mediation in human development. Human Development 44: 84–97.
Vygotsky, L. S. (1956) Isbrannye psikhologicheskie issledovaniya [selected psychological investigations]. Moscow: Izdatel’stvo Akademii Pedagogischeskikh Nauk SSSR.
Vygotsky, L. S. (1997) Th e crisis in psychology. In R. W. Rieber (ed.) Th e Collected Works of L. S. Vygotsky. Vol. 3. Problems of the theory and history of psychology including the chapter on the crisis in psychology. New York: Plenum.
Vygotsky, L. S. (1998) Th e problem of age. In R. W. Rieber (ed.) Th e Collected Works of L. S. Vygotsky. Vol. 5. Child Psychology. New York: Plenum.
Wertsch, J. V. (1985) Vygotsky and the Social Formation of Mind. Cambridge, MA: Harvard University Press.
Bronnfenbrenner, U. (1977) Toward an experimental ecology of human development. American Psychologist 32: 513–31.
Brown, A. and Ferrara, R. A. (1985) Diagnosing zones of proximal development. In J. V. Wertsch (ed.) Culture, Communication and Cognition. Vygotskian Perspectives. Cambridge. Cambridge University Press.
Büchel, F. P. and Scharnhorst, U. (1993) Th e Learning Potential Assessment Device (LPAD): discussion of theoretical and methodological problems. In J. H. M Hamers, K. Sijtsma and A. J. J. M. Ruijssenaars (eds) Learning Potential Assessment: theoretical, methodological and practical issues. Amsterdam: Swets & Zeitlinger.
Budoff , M. (1968) Learning potential as a supplementary testing procedure. In J. Hellmuth (ed.) Learning Disorders. Vol. 3. Seattle, WA: Special Child.
Budoff , M. (1987) Th e validity of learning potential assessment. In C. S. Lidz (ed.) Dynamic Assessment: an interactive approach to evaluating learning potential. New York: Th e Guilford Press.
Budoff , M. and Friedman, M. (1964) ‘Learning potential’ as an assessment approach to the adolescent mentally retarded. Journal of Consulting Psychology 28: 434–9.
Campione, J. C., Brown, A. L., Ferrera, R. A. and Bryant, N. R. (1984) Th e zone of proximal development: implications for individual diff erences and learning. In B. Rogoff & J. V. Wertsch (eds) Children’s Learning in the ‘Zone of Proximal Development’. San Francisco: Jossy-Bass.
Carlson, J. and Wiedl, K. H. (2000) Th e validity of dynamic assessment. In C. S. Lidz and J. G. Elliott (eds) Dynamic Assessment: Prevailing Models and Applications. Amsterdam: Elsevier.
Corman, L. and Budoff , M. (1973) A comparison of group and individual training procedures on the Raven Learning Potential Measure. RIEPrint # 56. Cambridge, MA: Research Institute for Educational Problems.
Elkonin, D. (1998) Epilogue. Th e Collected Works of L. S. Vygotsky. Vol. 5. Child Psychology. R. W. Rieber (ed.) with a prologue by C. Ratner. New York: Plenum.
Ellis, R. (2003) Task-based Language Learning and Teaching. Oxford: Oxford University Press.
Feuerstein, R., Rand, Y. and Rynders, J. E. (1988) Don’t Accept Me as I Am. Helping Retarded Performers Excel. New York: Plenum.
Feuerstein, R., Rand, Y., Hoff man, M. B. and Miller, R. (1980) Instrumental Enrichment. Baltimore, MD: University Park Press.
Feuerstein, R., Miller, R., Hoff man, M. B., Rand, Y., Mintzker, Y. and Jensen, M. R. (1981) Cognitive modifi ability in adolescence: cognitive structure and the eff ects of intervention. Th e Journal of Special Education 15: 269–87.
Feuerstein, R., Rand, Y. and Hoff man, M. B. (1979) Th e Dynamic Assessment of Retarded Performers: Th e Learning Potential Assessment Device, Th eory, Instruments, and Techniques. Baltimore: University Park Press.
Gibbons, P. (2003) Mediating language learning: teacher interactions with ESL students in a content-based classroom. TESOL Quarterly 37: 247–73.
Glutting, J. J. and McDermott, P.A. (1990) Principles and problems in learning potential. In C. R. Reynolds and R. W. Kamphaus. Handbook of Psychological and Educational Assessment of Children. Intelligence and Achievement. New York: Guilford.
Grigorenko, E. L., Sternberg, R. J. and Ehrman, M. E. (2000) A theory-based approach to the measurement of foreign language learning ability: the CANAL-FT theory and test. Th e Modern Language Journal 84: 390–405.
Güthke, J. (1982) Th e learning test concept – an alternative to the traditional static intelligence test. Th e German Journal of Psychology 6(4): 306–24.
Güthke, J., Heinrich, A. and Caruso, M. (1986) Th e diagnostic program of ‘syntactical rule and vocabulary acquisition’ – a contribution to the psychodiagnosis of foreign language learning ability. In F. Klix and H. Hagendorf (eds) Human Memory and Cognitive Capabilities. Mechanisms and Performances. Amsterdam: Elsevier.
Güthke, J. and Beckmann, J. F. (2000) Th e learning test concept and its applications in practice. In C. S. Lidz and J. G. Elliott (eds) Dynamic Assessment: prevailing models and applications. Amsterdam: Elsevier.
Karpov, Y. V. and Gindis, B. (2000) Dynamic assessment of the level of internalization of elementary school children’s problem-solving activity. In C. S. Lidz and J. G. Elliott (eds) Dynamic Assessment: prevailing models and applications. Amsterdam: Elsevier.
Kozulin, A. and Garb, E. (2002) Dynamic assessment of EFL text comprehension of at-risk students. School Psychology International 23: 112–27.
Krashen, S. D. (1981) Second Language Acquisition and Second Language Learning. Oxford: Pergamon Press.
Krashen, S. D. (1983) Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press.
Lantolf, J. P. (2003) Intrapersonal communication and internalization in the second language classroom. In A. Kozulin, V. S. Ageev, S. Miller & B. Gindis, (eds) Vygotsky’s Th eory of Education in Cultural Context. Cambridge: Cambridge University Press.
Lidz, C. S. (1991) Practitioner’s Guide to Dynamic Assessment. New York: Guilford.
Lidz, C. S. and Gindis, B. (2003) Dynamic assessment of the evolving cognitive functions in children. In A. Kozulin, V. S. Ageev, S. Miller and B. Gindis (eds) Vygotsky’s Educational Th eory in Cultural Context. Cambridge: Cambridge University Press.
Lunt, I. (1993) Th e practice of assessment. In H. Daniels (ed.) Charting the Agenda. Educational Activity aft er Vygotsky. London: Routledge.
Messick, S. (1988) Th e once and future issues of validity: assessing the meaning and consequences of measurement. In H. Wainer and H. I. Braun (eds) Test Validity. Hillsdale, NJ: Erlbaum.
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. New York: Th e Guilford Press.
Newman, F. and Holzman, L. (1993) Lev Vygotsky. Revolutionary Scientist. London: Routledge.
Peña, E. D. and Gillam, R. B. (2000) Dynamic assessment of children referred for speech and language evaluations. In C. S. Lidz and J. G. Elliott (eds) Dynamic Assessment: prevailing models and applications. Amsterdam: Elsevier.
Pienemann, M. (1998) Language Processing and Second Language Development. Processability Th eory. Amsterdam: John Benjamins.
Poehner, M. E. (in progress) Dynamic assessment of advanced L2 learners of French. Ph.D. dissertation. Penn State University.
Poehner, M. E. and Lantolf, J. P. (in progress) Dynamic assessment: a Vygotskian approach to evaluating and promoting learning in the L2 classroom.
Rea-Dickins, P. (2001) Mirror, mirror on the wall: identifying processes of classroom assessment. Language Testing 18: 429–62.
Schneider, E. and Ganschow, L. (2000) Dynamic assessment and instructional strategies for learners who struggle to learn a foreign language. Dyslexia 6: 72–82.
Shohamy, E. (1988) Closing the gap between research and practice: applications of research results to classroom testing. Revised version of a paper delivered at the English Teachers’ Association of Israel International Conference, Jerusalem.
Snow, R. E. (1990) Progress and propaganda in learning assessment. Contemporary Psychology 35: 1134–6.
Sternberg, R. J. and Grigorenko, E.L. (2002) Dynamic Testing. Th e Nature and Measurement of Learning Potential. Cambridge: Cambridge University Press.
Swain, M. (1993) Second language testing and second language acquisition: Is there a confl ict with traditional psychometrics? Language Testing 10: 193–207.
Tomasello, M. (1999) Th e Cultural Origins of Cognition. Oxford: Oxford University Press.
Torrance, H. and Pryor, J. (1998) Investigating Formative Assessment: teaching, learning and assessment in the classroom. Buckingham: Open University Press.
Tzuriel, D. and Shamir, A. (2002) Th e eff ects of mediation in computer assisted dynamic assessment. Journal of Computer Assisted Learning 18: 21–32.
Valsiner, J. (2001) Process structure of semiotic mediation in human development. Human Development 44: 84–97.
Vygotsky, L. S. (1956) Isbrannye psikhologicheskie issledovaniya [selected psychological investigations]. Moscow: Izdatel’stvo Akademii Pedagogischeskikh Nauk SSSR.
Vygotsky, L. S. (1997) Th e crisis in psychology. In R. W. Rieber (ed.) Th e Collected Works of L. S. Vygotsky. Vol. 3. Problems of the theory and history of psychology including the chapter on the crisis in psychology. New York: Plenum.
Vygotsky, L. S. (1998) Th e problem of age. In R. W. Rieber (ed.) Th e Collected Works of L. S. Vygotsky. Vol. 5. Child Psychology. New York: Plenum.
Wertsch, J. V. (1985) Vygotsky and the Social Formation of Mind. Cambridge, MA: Harvard University Press.
Published
2004-02-17
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Section
Articles
License
Equinox Publishing Ltd.
How to Cite
Lantolf, J. P., & Poehner, M. E. (2004). Dynamic assessment of L2 development: bringing the past into the future. Journal of Applied Linguistics and Professional Practice, 1(1), 49-72. https://doi.org/10.1558/japl.v1.i1.49
