, PLEASE USE THIS DOCUMENT AS A GUIDE ONLY
Question 1: Dynamic Assessment
(a) Define dynamic assessment.
Dynamic assessment is a specific approach to assessment aimed at measuring learning potential by
incorporating training or guided instruction into the assessment process to evaluate not only the
current level of cognitive ability but also the potential future level of performance (IOP3701, Study
Guide, p. 61). It is based on Vygotsky’s theory, which distinguishes between a person's level of
functioning without help and the level they can reach with help (IOP3701, Study Guide, p. 61).
(b) State two ways in which dynamic assessment differs from traditional, static assessment.
Dynamic assessment incorporates a learning or training phase as part of the assessment process,
whereas traditional, static assessment measures only the current level of performance without
providing feedback or instruction (IOP3701, Study Guide, p. 61).
Dynamic assessment focuses on the potential for future performance and the process of
learning, while traditional, static assessment focuses on the product or the current level of
ability (IOP3701, Study Guide, p. 61; Foxcroft & Roodt, 2023, p. 341).
(c) Explain how a dynamic assessment approach could be used to identify Katlego's learning
potential. Refer specifically to the difference between her performance in tutorials and her
performance in examinations.
A dynamic assessment approach would be ideal for identifying Katlego's learning potential because
it would focus on her ability to learn when given support, rather than just her performance on a timed,
static test. In the case study, Katlego "grasps new concepts quickly and often extends the discussion
beyond what was asked" in small-group tutorials where a tutor works through a problem with her
step by step (Case Study). This demonstrates high learning potential that is not reflected in her
examination performance, where she experiences a "blank mind" due to anxiety (Case Study). A
dynamic assessment would replicate the supportive tutorial environment by providing guided
instruction and allowing her to reason aloud (perhaps in a mixture of Sepedi and English), thereby
revealing her true potential, which is currently masked by the traditional, static, and anxiety-inducing
examination format (IOP3701, Study Guide, p. 61; Foxcroft & Roodt, 2023, p. 341).
Question 1: Dynamic Assessment
(a) Define dynamic assessment.
Dynamic assessment is a specific approach to assessment aimed at measuring learning potential by
incorporating training or guided instruction into the assessment process to evaluate not only the
current level of cognitive ability but also the potential future level of performance (IOP3701, Study
Guide, p. 61). It is based on Vygotsky’s theory, which distinguishes between a person's level of
functioning without help and the level they can reach with help (IOP3701, Study Guide, p. 61).
(b) State two ways in which dynamic assessment differs from traditional, static assessment.
Dynamic assessment incorporates a learning or training phase as part of the assessment process,
whereas traditional, static assessment measures only the current level of performance without
providing feedback or instruction (IOP3701, Study Guide, p. 61).
Dynamic assessment focuses on the potential for future performance and the process of
learning, while traditional, static assessment focuses on the product or the current level of
ability (IOP3701, Study Guide, p. 61; Foxcroft & Roodt, 2023, p. 341).
(c) Explain how a dynamic assessment approach could be used to identify Katlego's learning
potential. Refer specifically to the difference between her performance in tutorials and her
performance in examinations.
A dynamic assessment approach would be ideal for identifying Katlego's learning potential because
it would focus on her ability to learn when given support, rather than just her performance on a timed,
static test. In the case study, Katlego "grasps new concepts quickly and often extends the discussion
beyond what was asked" in small-group tutorials where a tutor works through a problem with her
step by step (Case Study). This demonstrates high learning potential that is not reflected in her
examination performance, where she experiences a "blank mind" due to anxiety (Case Study). A
dynamic assessment would replicate the supportive tutorial environment by providing guided
instruction and allowing her to reason aloud (perhaps in a mixture of Sepedi and English), thereby
revealing her true potential, which is currently masked by the traditional, static, and anxiety-inducing
examination format (IOP3701, Study Guide, p. 61; Foxcroft & Roodt, 2023, p. 341).
