Teach-to-Test Instruction of Dynamic Assessment:A Critical Overview

• Behzad Nazari ^[1]
  1. [1] Islamic Azad University

     Islamic Azad University

     Irán

     
• Localización: Bellaterra: journal of teaching and learning language and literature, ISSN-e 2013-6196, Vol. 5, Nº. 4, 2012, págs. 56-68
• Idioma: inglés
• DOI: 10.5565/rev/jtl3.468
• Enlaces
  • Texto completo  1    2  
• Resumen

  • The present article aims to meticulously focus on the integration of the assessment and instruction which leads to a new approach, Dynamic Assessment, based on the principles of Socio-cultural Theory of Mind (SCT) developed by L. S. Vygotsky and his colleagues. A Vygotskian approach to language assessment suggests that the ‘process of development’ should be viewed as a predictor of the individual’s or the group’s future performance. Dynamic assessment has developed as an alternative to static types of assessment, i.e. standardized and/or non-dynamic assessment (SA/NDA). However, it is not regarded as a replacement for the other test types, rather as a complement. The present paper is a modest attempt to provide an overview of the literature that set the groundwork for DA, as well as current research in the field of this type of assessment.

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