Dynamic Assessment

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Why it works

Traditional (static) assessment measures a student's independent performance at a single moment, which tells you where they are but not how they learn or what they can do with help. Dynamic assessment, rooted in Vygotsky's zone of proximal development, instead interweaves assessment and teaching: typically test, then teach or provide graduated support, then retest, observing how the student responds to instruction and what they can achieve with support. This reveals learning potential, the difference between independent and supported performance, and the kind and amount of support a student needs, information that is often more useful for instruction than a static score alone. Dynamic assessment is especially valuable for students whose static scores may underestimate them (including multilingual learners and students from different backgrounds), and it directly informs next teaching steps.

The research: Vygotsky's ZPD; research on dynamic assessment.

The run-of-show

Choose your slot. The agenda, timings, and length update to match.

The core activity: assess how students respond to support

Teachers leave able to interweave assessment and teaching to reveal potential.

Pick something to assess where potential matters (not just current independent level).
Interweave assessment and teaching (test, provide graduated support or teach, retest).
Observe how the student responds to instruction and what they achieve with support.
Use what you learn (potential, needed support) to inform teaching.

Assess potential, not just current levelDynamic assessment, test, support, retest, reveals what a student can do with help and how they respond to teaching, potential and next steps a static score misses.

Facilitator notes

Interweave testing and teaching, and observe response to support.
Focus on potential and needed support.
Use it to inform next steps.

A static score alone can underestimate a studentA single independent-performance measure misses learning potential and how a student responds to teaching. Use dynamic assessment to reveal potential and next steps.

Adapt it

Elementary and secondary: test-support-retest, observe response.
For underestimated students: reveals potential.
All settings: interweave assessment and teaching, focus on potential.

Participant handout

One page for every teacher. Print it, or save it as a PDF.

K12 Academics · Professional Learning

Dynamic Assessment: reveal potential

Beyond a static score: test, support, retest, to see what a student can do with help and how they respond.

Something to assess where potential matters:
How I interweave assessment and teaching (test, support, retest):
How I observe the response to support:
How I use what I learn to inform teaching:
A student whose potential a static score may miss:

Make it stick

Reveal potential:

Assess how students respond to support.
Focus on potential.
Bring a dynamic-assessment use to the next PLC.

Common questions

How is dynamic assessment different from a normal test?

A normal test measures independent performance at one moment. Dynamic assessment interweaves testing and teaching, test, support or teach, retest, to see how a student responds to instruction and what they can do with help, revealing potential and next steps.

What does it reveal that a static test doesn't?

Learning potential (the gap between independent and supported performance), how a student responds to teaching, and the support they need, information more useful for instruction than a static score.

Who benefits most?

All students, but especially those whose static scores may underestimate them (multilingual learners, students from different backgrounds). It focuses on potential and growth, not just current independent level.