Characteristics of Dynamic Assessment Based on the two popular conceptual bases above, the characteristics of DA can be easily identified. First, most definitive feature of DA is its interactive (Lidz, 1995, p. 143). In “the nature” the traditional standardized test, examiner and examinee are not allowed to communicate. The examiner plays the role as a supervisor who watches the examinee taking the test and makes sure the examinee finishes the test on her or his own. The examinee is required not to ask any question related to the test. However, in DA, both the examiner and examinee become active. The examiner takes part in assessment and functions as an assessment tool, responding to “the observations and inferences about the (Lidz, 1995, p. 143-144). The examinee is learner” encouraged to show their problems, ask questions and get feedback spontaneously from the examiner. Second, Ehsan and Majid (2015) comment has the learning part within (p. “DA itself” 1459), which means DA focus on the learning process of the examinee (Lidz, 1995). During the interaction between the examiner and the examinee, the examiner pays attention to what the examinee knows about the question, what they need to figure the problem out, and what method they should be taught to work on that problem alone in the future. For this part, the examiner plays the role as a mediator whose aim is to facilitate the cognitive development. As examinee’s Lidz and Gindins (2003) comment, in the Vygotskian tradition leads the child to the point “DA of achievement of success in joint or (p. 103). shared activity” Third, according to Dunn and Lantolf (1998), DA increases the quality of learning for the metacognitive awareness it arouses. As the examinee is being assessed, the examiner makes him
Characteristics of Dynamic Assessment Based on the two popular conceptual bases above, the characteristics of DA can be easily identified. First, “the most definitive feature of DA is its interactive nature” (Lidz, 1995, p. 143). In the traditional standardized test, examiner and examinee are not allowed to communicate. The examiner plays the role as a supervisor who watches the examinee taking the test and makes sure the examinee finishes the test on her or his own. The examinee is required not to ask any question related to the test. However, in DA, both the examiner and examinee become active. The examiner takes part in “the assessment and functions as an assessment tool, responding to observations and inferences about the learner” (Lidz, 1995, p. 143-144). The examinee is encouraged to show their problems, ask questions and get feedback spontaneously from the examiner. Second, Ehsan and Majid (2015) comment “DA has the learning part within itself” (p. 1459), which means DA focus on the learning process of the examinee (Lidz, 1995). During the interaction between the examiner and the examinee, the examiner pays attention to what the examinee knows about the question, what they need to figure the problem out, and what method they should be taught to work on that problem alone in the future. For this part, the examiner plays the role as a mediator whose aim is to facilitate the examinee’s cognitive development. As Lidz and Gindins (2003) comment, “DA in the Vygotskian tradition leads the child to the point of achievement of success in joint or shared activity” (p. 103). Third, according to Dunn and Lantolf (1998), DA increases the quality of learning for the metacognitive awareness it arouses. As the examinee is being assessed, the examiner makes him