Dynamic assessment in

teacher training
TATIANA RASSKAZOVA
04/09/2022
TASHKENT
A student is an empty vessel, that needs to
be filled in.
Zone of actual development (starting
point)
Independent performance
 Level of English
 Pre-interview task
 interview
 Exploringwhat the child is able to perform in
cooperation we define the development of
the day to come. This whole area of immature
but maturing processes makes up the zone of
proximal development of the child.

L.Vygotsky, 2021, p. 57
 Zone of Actual Development
and
Zone of Proximal Development
How do we promote learning?

 Through feedback! i.e. assessment

Basic types of DA
Sandwich format (T-T-T)
Cake-layer format
 DA

 Assessment and instruction, therefore, are

dialectically integrated into the same development-
oriented activity. (Poehner, 2007)
 […] assessment in the dynamic sense involves
transformation of those abilities through dialogic
collaboration between learners and assessor–
teachers, or mediators. (ibid.)
Explicit vs implicit feedback in DA
1. Accepting Response/ Rejecting the response
2. Repeating the information
3. Using gestures (encouraging/ rejecting learner’s answers)

4. Metalinguistic Clues (predicting some grammar information

in the passage)

5. Asking for Ideas

6. Offering a Choice
7. Translation
8. Providing a Correct Pattern
9. Providing an Explicit Explanation
Feedback, i.e. DA

 From the mediator / tutor

 From peers (do not underestimate this one!)
 From other external sources (even books), m.b.
called insights.
Reciprocity
1.Provides the correct answer (Rejects Mediator’s Assistance)
2.refuses help (request repetition)
3. requests additional assistance (e.g. translation)
4.Offers Explanation (by thinking aloud, self-structuring the
text).
5.seeks support from the mediator by looking at her/him
6. Uses Mediator as a Resource
7. Responds Incorrectly
8.explicitly refuses to answer (I don’t know)
9 requests explanation (after seeing the correct answer)
10. Unresponsive.
11. Overcomes Problem
12.Repeats Mediator
13.Incorporates Feedback
 coputerised interventionist

Use of
Non-computersied

technology
interactionist

Type of mediation
individual

pair
Number of
participants

group

Pre-school
children

School children
Dynamic

University
Assessment

Age of participants

students

sandwich
Type of design

Cake-layer

reading

listening

speaking

writing
Focus of mediation

grammar

vocabulary
J.Hudson’s flipped CELTA

 This is the work within the ZPD!

 Each participant learns something
from her/ his ZPD and then together
with a ‘more knowledgeable other’
extends this ZPD to the next step, level, etc.
Practical application of the theory
 We understand the individual nature of learning
 A trainee is not always a vessel, that can be filled in with knowledge
 We know what type of feedback we can provide the trainees with
(some sts need more implicit others more explicit)
 We, as more ‘knowledgeable others’ become more patient and
provide our trainees with this leaning environment, where our
trainees “mature”
 Group dynamics makes miracles, peer-teaching is a great tool
(remember Judie’s example?)
Dynamic assessment (DA) is
a dialectical unity of teaching
and assessment.
DA’s aim is to uncover
individuals’ abilities and lead
them to higher levels of
functioning (Lidz and Gindis,
2003,
p. 99).
Thank you! Questions?