Dynamic assessment in the language classroom

By M. E. Poehner, James Lantolf. 2005

448 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/eb4fe9d0e93c2222b02a1d7615036b1892ad7496

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In Developmental and Educational Psychology

In Human Factors and Ergonomics

Citations in the corpus

Dynamic Assessment of Advanced Second Language Learners (2009, background): “Although there are marked differences in terms of objectives and methodology between this study and Poehner’s (Poehner, 2007; Poehner & Lantolf, 2005), there are evident similarities in the quality of the interaction.”
Developing the theory of formative assessment (2009, methodology): “Dynamic assessment (DA) is a system with an approach very similar to that of formative assessment (Poehner & Lantolf, 2005).”
The ZPD and whole class teaching: Teacher-led and student-led interactional mediation of tasks (2007, background): “Over the years, Swain (2000) has put forward a very powerful argument for the role of metalanguage, or ‘talk about talk’.”
The Emergence of Complexity, Fluency, and Accuracy in the Oral and Written Production of Five Chinese Learners of English (2006, background): “Indeed, Fischer and Yan (2002) maintain that it is the discontinuities in optimal performance that are true indicators of ‘stage-like’ changes (see, for example, Lantolf and Poehner 2004 on dynamic assessment).”
Integration of dynamic assessment and instructional conversations to promote development and improve assessment in the language classroom (2013, methodology): “The data analyses presented below explore the use and strengths of cumulative interventionist DA and the IC.”
Dynamic Assessment: Assessment for and as Teaching? (2007, unknown): “The concept of dynamic assessment is primarily built on the aspect of Vygotsky's work that is directly concerned with the development of a person's potential abilities ( Poehner & Lantolf, 2003 , 2005 ; Sternberg & Grigorenko, 2002 ), although the term DA was not used by Vygotsky himself.”
Validity in teachers’ summative assessments (2010, background): “Some have argued that assessment of a student’s attainment on a task after help has been given to improve an initial product is thereby a more valid assessment than an assessment of the initial product (Poehner and Lantolf 2005 ).”
SOCIOCULTURAL THEORY AND L2: State of the Art (2006, background): “…theory and extends them to L2 instruction ~see Ferreira, 2005; Lantolf & Poehner, 2004; Negueruela, 2003; Negueruela & Lantolf, in press; Poehner, 2005; Poehner & Lantolf, 2005!+ Before proceeding, it is necessary to address a few remarks to the meaning of the term sociocultural+ When Frawley and…”
Beyond the test: L2 dynamic assessment and the transcendence of mediated learning (2007, background): “In their review of formative assessment practices, Poehner and Lantolf (2005) argued that this approach also differs from DA because it is oriented toward provid-”