| Abstract: | Dynamic assessment uses a response‐to‐instruction paradigm to complement traditional diagnostic assessment of word recognition and comprehension. The process helps the examiner to predict appropriate remedial intervention by exploring a student's responses to a series of instructional episodes in an interactive teaching‐learning relationship. Dynamic and traditional (or static) assessment differ in orientation (process vs product), procedure (response to instruction vs enumeration of existing abilities), and interpretation (patterns of response to instruction vs indices, for example percentiles or stanines). A dynamic approach to assessment provides the opportunity to evaluate systematically the instructional factors that influence reading performance. |
