Applications and challenges in dynamic assessment

Dynamic assessment is described as a subset of interactive assessment that includes deliberate and planned mediational teaching and the assessment of the effects of that teaching on subsequent performance. Its historical roots are traced to Vygotsky and Feuerstein and rests on four assumptions: (a) Accumulated knowledge is not the best indication of ability to acquire new knowledge. (b) Everyone functions at less than 100% of capacity. (c) The best test of any performance is a sample of that performance. (d) There are many obstacles that can mask one’s ability; when the obstacles are removed, greater ability than was suspected is often revealed. The authors review what is known so far about dynamic assessment and give examples of its utility as a tool for research and clinical work in psychopathology, neuropsychology, education, the study of cultural differences, and developmental research. Some persistent problems are noted as well.