A Qualitative Meta-synthesis of Research on Dynamic Assessment of Second/Foreign Language Learning: Implications for Language Teachers

Abstract

Striving to integrate teaching and assessment, Dynamic Assessment (DA) is a pivotal classroom teacher assessment practice at teachers’ disposal. Although a multitude of research has delved into different aspects of DA of second/foreign language learning, whether their findings find their way into educational practice is a cause for concern. Adopting a meta-synthesis methodology, this study served a two-fold purpose: (a) to distill the pedagogical conclusions on the effectiveness of DA, and (b) to develop a more informed understanding of a set of guidelines for the implementation of DA so that the practical implications of research findings for teacher educators and teachers be better grasped.