potential in the course of spontaneous and intensive interaction, which the assessment is “means based on the (Ehsan & Majid, 2015, p. 1460). Because of the learner’s immediate needs” immediate needs and the spontaneous interaction, one would question how the learner learner’s is going to be assessed, based on what criteria, and if it is reliable that the assessment is only about how the examinee interact with the learner. Therefore, the reliability and validity of DA cannot be constructed by the perspective of traditional standardized testing. How should they be conducted? According to Lidz (1995), they need to be redefined in order to reflect more closely to the goal of DA, as well as deal with issue of reduced standardization when the procedure “the includes learner-responsive (p.146). intervention” Conclusion The purpose of an assessment is to gain information about the learner, but the goal should be using the information to cultivate the inner motivation to learn, to make him or her learner’s realize how well they will be doing by using what they have learned alone or assisted by the mediator, and then utilize the through learning to transform the confidence they’ve built learner’s all aspects of life. An assessment be a judgement of right and wrong, but a compliment shouldn’t of can do it and do be only looking for the differences among “You you’ll well”; shouldn’t learners about why some of them are smarter than the others, but also the similarities about how all of them have achieved certain tasks. However, traditional standardized testing always give the negative feedback and learner’s discourage their motivation to learn by assuming that the future functioning can be “learner’s perfectly predicted on the basis of their present (Phoehner, 2008, p. 54). The truth performance” is that the cognitive abilities of human beings are changeable and can be constructed “depending on the presence of appropriate forms of interaction and (Feuerstein et al., 1988, p. 5). instruction”
potential in the course of spontaneous and intensive interaction, which “means the assessment is based on the learner’s immediate needs” (Ehsan & Majid, 2015, p. 1460). Because of the learner’s immediate needs and the spontaneous interaction, one would question how the learner is going to be assessed, based on what criteria, and if it is reliable that the assessment is only about how the examinee interact with the learner. Therefore, the reliability and validity of DA cannot be constructed by the perspective of traditional standardized testing. How should they be conducted? According to Lidz (1995), they need to be redefined in order to reflect more closely to the goal of DA, as well as deal with “the issue of reduced standardization when the procedure includes learner-responsive intervention” (p.146). Conclusion The purpose of an assessment is to gain information about the learner, but the goal should be using the information to cultivate the learner’s inner motivation to learn, to make him or her realize how well they will be doing by using what they have learned alone or assisted by the mediator, and then utilize the confidence they’ve built through learning to transform the learner’s all aspects of life. An assessment shouldn’t be a judgement of right and wrong, but a compliment of “You can do it and you’ll do well”; shouldn’t be only looking for the differences among learners about why some of them are smarter than the others, but also the similarities about how all of them have achieved certain tasks. However, traditional standardized testing always give the learner’s negative feedback and discourage their motivation to learn by assuming that the “learner’s future functioning can be perfectly predicted on the basis of their present performance” (Phoehner, 2008, p. 54). The truth is that the cognitive abilities of human beings are changeable and can be constructed “depending on the presence of appropriate forms of interaction and instruction” (Feuerstein et al., 1988, p. 5).
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