ABSTRACT
Dynamic assessment represents an alternative approach to traditional language assessments.
In dynamic assessment, the examiner attempts to assess the child's potential for language
change or modifiability. This article discusses the development of this approach from
its early psychological applications to current models of dynamic assessment as they
apply to the assessment of child language. Dynamic assessment is particularly useful
in addressing cultural differences that may influence children's assessment performance.
The approach involves a test-teach-retest paradigm that includes mediated learning
experiences, measures of test score gains, ratings of modifiability and language-learning
strategies, as well as analyses of qualitative changes in children's responses.
KEYWORD
assessment - cultural differences - multicultural assessment