DYNAMIC ASSESSMENT AS A COMPENSATORY ASSESSMENT APPROACH - A DESCRIPTION AND ANALYSIS

Disenchantment with traditional assessment procedures has prompted an examination of alternative assessment procedures that accurately and a dequately measure student learning (Cross, 1990). In view of this sign ificant concern over better assessment approaches, the present article examines the effectiveness of dynamic assessment. First, we present t he limitations of traditional assessment techniques and develop an arg ument for the importance of dynamic assessment. Second, we review five models of dynamic assessment and identify their critical features. Fi nally, we discuss the limitations of this procedure and propose guidel ines that might assist in the more widespread use of dynamic assessmen t by practitioners.