Dynamic assessment is a kind of interactive assessment used in education and the helping professions. Dynamic assessment is a product of the research conducted by developmental psychologist Lev Vygotsky. It identifies a child's learning potential as well as his or her skills. The dynamic assessment procedure accounts for the amount and nature of examiner investment. It is highly interactive and process-oriented[1] It has become popular among educators, psychologists, and speech and language pathologists.[2][3][4] It is an alternative to the wide range of standard IQ tests.
dynamic assessment, language
Dynamic Assessment: A Vygotskian Approach to Understanding and Promoting L2 Development
Dynamic Assessment and second language development
The Dynamic Assessment of Language Learning
Dynamic assessment of EFL grammar: The role of mediated learning experience in L2 learning
L2 Dynamic Assessment: An Activity Theory Perspective
Mobile-based dynamic assessment and the development of EFL students' oral fluency
Predicting Response to Vocabulary Intervention Using Dynamic Assessment
Sociocultural Theory, Dynamic Assessment and 1 Academic Writing
Applying group dynamic assessment procedures to support EFL writing development:
Learner achievement, learners’ and teachers’ perceptions
Group Dynamic Assessment─高校の授業における適切なフィードバック─
Dynamic assessment of L2 development: bringing the past into the future
Dynamic assessment in the classroom:Vygotskian praxis for second language development ***
Dynamic Assessment in the language classroom
Dynamic assessment of advanced second language learners
The effect of dynamic assessment on EFL learners' intrinsic motivation
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning.[1] This learning process promotes a deeper level of learning than many other common teaching strategies.
Instructional scaffolding provides sufficient support to promote learning when concepts and skills are being first introduced to students. These supports may include resource, compelling task, templates and guides, and/or guidance on the development of cognitive and social skills. Instructional scaffolding could be employed through modeling a task, giving advice, and/or providing coaching.
These supports are gradually removed as students develop autonomous learning strategies, thus promoting their own cognitive, affective and psychomotorlearning skills and knowledge. Teachers help the students master a task or a concept by providing support. The support can take many forms such as outlines, recommended documents, storyboards, or key questions.
Unlocking English Learners' Potential: Strategies for Making Content Accessible
The Discourse of a Learner‐Centered Classroom: Sociocultural Perspectives on Teacher‐Learner Interaction in the Second‐Language Classroom. The Modern Language Journal
Collective scaffolding in second language learning
Scaffolding Through Questions in Upper Elementary ELL Learning.
Repetition in foreign language classroom
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vertical, Hatch, Scollon, language
Magical or mechanical? The transition from single‐word to multi‐word utterances
Scaffolding instruction for English language learners: A conceptual framework
Saying it again: The role of expanded and deferred imitations in language acquisition (vertical Hatch language scollon)
Learning to talk, talking to learn
Conversation and language learning in the classroom
Systematic individualized narrative language intervention on the personal narratives of children with autism
The Syntax of Conversation in Interlanguage Development
ORIGINS OF COMPLEX SYNTAX IN INTERLANGUAGE DEVELOPMENT
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Conversational scaffolding, language
An experimental analysis of milieu language intervention: Teaching the action-object form
Scaffolding language learning in an academic ESL classroom. ELT Journal.
Word Play: Scaffolding Language Development Through Child-Directed Play
Lexical Repetition in Second Language Learners’ Peer Play Interaction
Scaffolding Discourse Skills in Pre-primary L2 Classrooms
Teacher’s and Students’ Scaffolding in an EFL Classroom