Dynamic Assessment in the Foreign Language Classroom

e present article outlines a sociocultural perspective on L2 classroom evaluation. It explores a way of operationalizing the abstract constructs that inform the Vygotskian theoretical framework and examines factors involved in the continuing interplay between social and individual functioning. The main argument of this paper is that combining traditional, psychometric approaches to language ability evaluation and dynamic assessment performs a twofold function. It allows for reconceptualizing the individual student's role in the process of foreign language (FL) performance and significantly enhances subsequent achievement. The cross-cutting theme of the present paper is that eliciting FL use mainly by static testing instruments and conventional procedures implies constructing a depersonalized, ‘averaged’ image of the L2 learner. Such quantification presupposes a unitary and self-contained language learner detached from the context of FL use.In developing these themes, I explore the relation between identity reconstruction and increase in L2 grades. The subjects of the study consist of 50 students – 25 participate in the experimental and 25 subjects are included in the control group. The results of the conducted quasi-experimental study this paper reports on provide evidence that empowering students to act as autonomous individuals in the classroom relates positively to increased FL achievement as registered in the results of formal summative measurement.