Dynamic Assessment (DA): Promoting Writing Proficiency through Assessment

Abstract

This paper reports on a qualitative study conducted to explore the impact of a proposed Dynamic Assessment (DA) model on the writing of six ESL learners. The model is rooted in Vygotsky’s concept of Zone of Proximal Development (ZPD). The research questions posed by the study included: (1) how is the proposed Hybrid Dynamic Assessment (HDA) model applied?, (2) what is the impact of the HDA model on the writing of the six ELL?, and (3) how do participants evaluate the HDA model? Using pre-and post- tests, interviews and observations, it was found that a number of mediation strategies were used during the application of the HDA model, mediators and students performed different roles during the application of the model, and that the HDA model had a positive impact on the content, language, and organization of the six ESL learners’ writing. Finally, participants reported their positive evaluation of the HDA model.