Perceptions of educational psychologists regarding dynamic assessment of second language learners

Abstract

Dynamic assessment has been presented in international literature as an assessment for use with second language learners due to its ability to mitigate the negative impact of limited language proficiency on a learner’s performance. Despite the attention that dynamic assessment has received in international literature, limited research has been conducted on its use by educational psychologists in South Africa. The purpose of the study was, therefore, to explore the perceptions that educational psychologists hold regarding the use of dynamic assessment with second language learners. A case study of two educational psychologists practicing in Pretoria was conducted to gain insight into this phenomenon. Data was generated through semi-structured interviews with participants as well as through a collage and written reflection produced by each participant. The findings of the study reveal that dynamic assessment is considered to be an assessment measure which holds potential value for use with second language learners. It was further found that dynamic assessment is conceptualised as a holistic form of assessment which allows the educational psychologist to adapt the assessment process to accommodate the learner’s needs, aligning with literature on the topic. The findings further revealed that the educational psychologists interviewed hold some incorrect perceptions regarding dynamic assessment and may lack theoretical knowledge regarding its implementation. From the findings, recommendations are made for training and practice to enhance educational psychologists’ competency in dynamic assessment. Recommendations are also made for further research to gain additional insight on the use of dynamic assessment in South Africa.