Beyond the test: L2 dynamic assessment and the transcendence of mediated learning

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Dynamic Assessment of Advanced Second Language Learners (2009, background): “Poehner (2007) illustrated ‘‘transcendence’’ in mediated learning experiences with advanced learners of French.”
Dynamic assessment in the classroom: Vygotskian praxis for second language development (2011, methodology): “Research on L2 DA, in contrast, has focused more directly on the classroom and how mediator–learner interactions can function simultaneously to understand and promote learner development (e.g. Poehner, 2007, 2008).”
Current Issues in English Language Teacher‐Based Assessment (2009, background): “Lantolf and Pohener (2004), Poehner and Lantolf (2005), and Poehner (2007, 2008) argue that formative TBA has been atheoretical and overly task ori ented, without paying sufficient attention to a learner's overall cognitive”
Student Collaboration and Teacher-Directed Classroom Dynamic Assessment: A Complementary Pairing (2013, background): “Although the majority of DA research has taken place in one-on-one interactions (Ableeva, 2008; Antón, 2009; Poehner, 2005, 2007), recent work has shown the utility of using the DA framework to unite instruction and assessment within the classroom context (Davin, in press, 2011; Lantolf & Poehner,…”