earticle

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The present paper is aimed at understanding students’ perceptions on dynamic assessment (DA) and testing if DA can be used as classroom assessment validly and reliably. DA is an alternative way of conceptualizing the relationship between assessment and instruction from the Vygotskian perspective. DA was implemented as part of formative assessment in a 2011 college speaking class, with a view to promoting students’ English abilities. Twenty-four university students taking an advanced speaking class responded to a questionnaire asking their perceptions on DA applications (DA implementation methods and satisfaction over DA) and interviews. The findings reveal that, in terms of DA implementation methods, students found the frequency, number of tasks, implementation procedure, and proportion of DA reasonable and appropriate; however, they wanted longer periods of time for DA. Next, overall, students were satisfied with DA because of its high pedagogical value on their English speaking skills and assessment value to students. However, there were a few students with reserve mainly due to concern related to their grades. Based on the current study’s successful application of DA in class, more research should be directed to integrate some of psychometric constructs into DA framework for wider acceptance in the English Language Teaching (ELT) assessment area.