Abstract
Dynamic Assessment has recently been voiced of constructivism, the socio-cultural theory of learning. This article, challenging the psychometric and product-based test, makes an attempt to delve into the epistemological and ontological theories of Dynamic Assessment (DA) and their criticisms. DA is the offspring of Vygotsky’s theory of the Zone of Proximal Development (ZPD) and Feuerstein’s mediated learning experience (MLE). It emphasises constructing a future through mediations. Interestingly, this development-oriented process of collaboration relies on the unification of instruction and assessment which is a strong threat to the reliability of the psychometric tests. This study also deals with the battle of views on DA. It discusses the appealing face of DA embracing ethical values, fairness and social equity, and the process based assessment. It also argues the negative face of DA comprising modifiability, interventionism, and stability. It finally concludes that each system should be criticised by certain criteria. Faced with the scarcity of research both theoretically and empirically, the critical analysis of this new generation of test in an L2 setting might be helpful for further discussions, suggestions and implications in the second language learning arena.
Highlights
In the postmodern era, reforms in language teaching, as expected, have not left the assessment orientation untouched and along with changes in the second language teaching, the assessment has shifted from the product-based to the process-based methodology
In the face of these criticisms challenging the adequacy of the dominated static test, the shift of paradigm towards the holistic-humanistic-transformation process and more significantly Vygotsky’s sociocultural theory has led to the emergence of a novel orientation in the history of assessment known as Dynamic Assessment (Kozulin and Garb, 2002; Poehner, 2008; Murphy and Maree, 2006)
A postmodern view on education acknowledges a new generation of assessment which is conceptualised as Dynamic Assessment (DA) (e.g. Lidz, 1978 as cited in Birjandi and Sarem 2012; Kozulin and Garb 2002)
Summary
Reforms in language teaching, as expected, have not left the assessment orientation untouched and along with changes in the second language teaching, the assessment has shifted from the product-based to the process-based methodology. In the face of these criticisms challenging the adequacy of the dominated static test, the shift of paradigm towards the holistic-humanistic-transformation process and more significantly Vygotsky’s sociocultural theory has led to the emergence of a novel orientation in the history of assessment known as Dynamic Assessment (Kozulin and Garb, 2002; Poehner, 2008; Murphy and Maree, 2006).
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
