Interactionist dynamic assessment grounded in Vygotsky's ZPD¶

Theory · All theories
Evidence · 4 claims (4 for) · 2 studies (1 qualitative, 1 theoretical), q1–q2 · 0 of 2 report an effect size · 4 claims rest on one study

Description¶

Dynamic assessment is presented as a Vygotskian alternative to psychometric testing that "focuses on the collaborative dialogue between the learners and the mediator to move the learners from their current capabilities". The article distinguishes interventionist DA, with standardized prespecified hints, from interactionist DA, in which "the examinee is provided with unscripted help which is not preplanned, but rather emerging from the collaborative mediation". Following Aljaafreh and Lantolf, assistance should be graduated, contingent, dialogic and tailored to the learner's ZPD. The study applies interactionist DA in SCMC to uncover learners' potential for future development.

Design Implications¶

Context¶

Requirements¶

• Mediation must be graduated, contingent, dialogic and tailored to the learners' ZPD, per Aljaafreh and Lantolf's conceptualization cited in the article

Constraints¶

• The article notes research devoted to assessment in SCMC within the SCT framework was quite rare and limited in scope at the time of writing

Target Learners¶

• L2 learners of English grammar (university students)

Target Learning Objectives¶

• L2 grammar structures such as modals and prepositions; movement toward self-regulated performance

Claims¶

• Scmc Da Mediation Reveals Microgenetic Development [+M]
• Dialang Cefr Levels Miss Zpd Differences [+M]
• Learners at the same proficiency level differ in responsiveness to mediation, with Sarah needing less explicit help than Dena [+W]
• Static individual assessment misses developing functions; ZPD-based assessment reveals potential competencies [+W]

Related Theories¶

• Dynamic assessment and the zone of proximal development as a framework for mediator-learner interaction
• Zone of Proximal Development: the gap between independent and assisted problem solving
• Vygotsky's account of mediated activity: three classes of mediators and the Zone of Proximal Development
• Interactionist vs. interventionist approaches to Dynamic Assessment
• Zone of Proximal Development as an assessment and instruction tool

Examples¶

• Reciprocity inventory of learner responsiveness to mediation
• Mediation typology of implicit-to-explicit moves in SCMC DA
• Assess children's cognitive development both when performing alone and when assisted
• Use interactionist DA to give learners more opportunities to interact and improve writing accuracy

Key Sources¶

• Ebadi, S. (2016). Exploring DIALANG's Diagnostic Feedback in Online L2 Dynamic Assessment. Teaching English with Technology, 16(1), 41-58. https://eric.ed.gov/?id=EJ1135925