Benefits of using dynamic assessment to assess speaking skills for primary school students

Abstract

Dynamic assessessment is developed based on the application of the ZPD (zone of proximal development) theory with the aim to limit the drawbacks of the traditional standardized tests which are criticized for ignoring important differences in the child’s mental function that emerges only through interaction between the child and a specialist” (Mimich, 1987, p.20). This study presents the results of a speaking test using dynamic assessment method for a group of primary school students. The use of dynamic assessment as a method of assessing language ability in parallel with intervening in the assessment and recording of children’s progress is of particular interest. The test is divided into three parts: the first part and the second part are tested according to the conventional method and the third part is evaluated according to the dynamic assessment method. Studying the test results shows that dynamic assessment provides a more comprehensive and in-depth view of a child’s true abilities, and these results help teachers build a more engaging personification programme to help children maximize their language ability.