Dynamic Assessment: Assessment for and as Teaching?  

Oleh:

Leung, Constant

Jenis: Article from Journal - e-Journal
Dalam koleksi: Language Assessment Quarterly vol. 4 no. 3 (2007), page 257-278.
Fulltext: LANGUAGE ASSESSMENT QUARTERLY, 4(3), 257–278.pdf (375.31KB)

Isi artikel

Dynamic assessment (DA), as a pro-learning form of assessment, has been discussed in the educational literature for three decades or more. As a concept it has yet to be picked up in any significant way by the more established second language testing/assessment literature published in the English language. There is, however, every reason to believe that it will figure more prominently in language assessment discussions in future, not least because it is conceptually closely aligned to the oftcited Vygotskian approaches to language education. At the same time a significant strand in the recent discussions on formative assessment in the wider field of educational assessment, often referred to as assessment for learning (Af L), can be seen as a fellow-traveller in terms of conceptual leanings, assessment sensibilities and educational orientation. The increasing prominence of Af L in the educational assessment landscape will, in all probability, draw further attention to DA. At this particular juncture DA proponents tend to draw a sharp distinction, indeed an opposition, between their preferred approach and what they would call “static” assessment approaches which include, inter alia, psychometrically oriented language testing. In this commentary, I try to (a) provide a description of DA with reference to its conceptual and theoretical homes; (b) discuss some of the objections raised by DA to conventional approaches to assessment, which are described by DA proponents as static assessment, (c) point out the differences and similarities between DA and formative assessment, particularly the Af L variant; and (d) discuss some of the implementation issues a DA perspective can raise in terms of second/ additional language learning and assessment. Some of the references I draw on are concerned with general educational assessment, others are more specifically second/additional language assessment oriented. As the title suggests, this discussion is primarily concerned with the teaching component in educational assessment.

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