This chapter presents an overview of the leading approaches to DA that have emerged around the world in the decades since the introduction of Vygotsky’s work outside Russia. The two broad schools of thought on DA, interventionist and interactionist, are introduced, their strengths and drawbacks assessed, and key studies in their research literatures discussed. Interventionist DA, which emphasizes standardization, offers special advantages such as the ease of generating results for large numbers of learners that can be easily compared. Of course, standardizing interactions places limitations on the mediation that can be offered to learners thereby decreasing the chances of co-constructing a ZPD. Particular attention is given to interactionist DA, which is more in line with Vygotsky’s vision of how the ZPD can be used to reorient education to learner development and is therefore more relevant to the classroom. Among the DA models reviewed are those associated with Budoff; Guthke; Carlson and Weidl; Campione, Brown, and Ferrara; and Feuerstein.
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© 2008 Springer Science + Business Media, B.V
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(2008). Prevailing Models of Dynamic Assessment. In: Dynamic Assessment. Educational Linguistics, vol 9. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-75775-9_3
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DOI: https://doi.org/10.1007/978-0-387-75775-9_3
Publisher Name: Springer, Boston, MA
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