Disenchantment with traditional assessment procedures has prompted an examination of alternative assessment procedures that accurately and adequately measure student learning (Cross, 1990). In view of this significant concern over better assessment approaches, the present article examines the effectiveness of dynamic assessment. First, we present the limitations of traditional assessment techniques and develop an argument for the importance of dynamic assessment. Second, we review five models of dynamic assessment and identify their critical features. Finally, we discuss the limitations of this procedure and propose guidelines that might assist in the more widespread use of dynamic assessment by practitioners.
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