Dynamic assessment in the foreign language classroom

A sociocultural approach to formative assessment of oral language skills

Abstract

This article offers theoretical reflections on how dynamic assessment, a sociocultural approach to language teaching, can bridge curriculum requirements and assessment practices in the foreign language classroom. This approach is presented against the background of some key developments in Norwegian education policy in recent years: The article first examines how the principles of assessment for learning, as promoted in the national initiative ‘Assessment for Learning’, have been implemented in foreign language teaching in Norwegian schools. Reports and studies from pedagogical and didactic research since 2006 are reviewed. In addition, data from an interview study with four German teachers at Norwegian lower and upper secondary schools is analysed, providing insight into their perceptions of the extent to which the initiative on ‘Assessment for learning’ has worked as intended and what conditions must be met for it to be characterised as successful. The study shows that assessment for learning is an important topic in schools, but that teachers may experience varying interpretations of the curriculum and legislation, combined with the overall conditions in the classroom, as challenging. Teachers also express a need for systematic, formative assessment strategies, particularly with regard to oral skills. Dynamic assessment may represent an approach that meets teachers' needs.