Vygotsky's Educational Theory in Cultural Context: Dynamic Assessment of the Evolving Cognitive Functions in Children

By C. Lidz, Boris Gindis. 2003

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Student Collaboration and Teacher-Directed Classroom Dynamic Assessment: A Complementary Pairing (2013, background): “…pushes the language development of the student forward by simultaneously assessing current performance, identifying the presence of certain maturing abilities in the language, and providing meaningful intervention (Chaiklin, 2003; Lantolf & Poehner, 2004; Lidz & Gindis, 2003; Valsiner, 2001).”
Integration of dynamic assessment and instructional conversations to promote development and improve assessment in the language classroom (2013, background): “Instruction and assessment occur simultaneously in DA in that a mediator promotes development by offering assistance to a student while concurrently assessing the student’s abilities (Lantolf & Poehner, 2004; Lidz & Gindis, 2003).”
Dynamic assessment in the language classroom (2005, background): “It finds its origins in Vygotsky’s second, qualitative, interpretation of the ZPD – one that foregrounds instruction-learning over measurement (see Lidz and Gindis, 2003: 105).”
Participatory learning theories: a framework for early childhood pedagogy (2012, background): “Further, the ZPD can be viewed as a dynamic, creative zone during mediated interactions (Lidz & Gindis, 2003).”