Transforming Classroom Discourse through Dynamic Assessment in Colombia

Purpose:The study examines the impact of Dynamic Assessment (DA) on teachers' practices in a sixth-grade classroom at Institución Educativa la Normal Superior in Montería, Colombia, focusing on language use, duration, and challenges in group contexts.Theoretical Framework: The study uses educational psychology principles to analyze Dynamic Assessment, focusing on sociocultural theory, Zone of Proximal Development (ZPD), constructivism, and dialogical assessment. It emphasizes collaborative interactions, active engagement, and feedback for student learning. The study aims to examine Dynamic Assessment's effectiveness in promoting student development and learning, based on these theoretical perspectives.Design Methodology Approach:The study uses a mixed-methods approach to investigate the impact of Dynamic Assessment (DA) on teachers' practices. It uses a longitudinal design, spanning three stages before, during, and after DA implementation. Data is collected through observations, video recordings, and interviews. The study adheres to ethical guidelines and uses triangulation to enhance validity. While limitations exist, the study aims to contribute to existing literature on assessment and instructional methodologies.Findings:Thestudy found significant changes in teachers' practices following the implementation of Dynamic Assessment (DA). Teachers used more scaffolding and prompting strategies, adapted their language to students' needs, and fostered a more interactive learning environment. Interaction duration increased significantly, allowing for more in-depth discussions. Teachers reported increased confidence in using DA strategies and emphasized the importance of professional development. However, challenges like managing timeconstraints and balancing assessment with instructional goals remained.Research, Practical and Social Implications:The study on Dynamic Assessment (DA) in education has significant practical and social implications. It suggests that DA can enhance teaching practices, improve student learning outcomes, promote equity and inclusion, and provide professional development opportunities. Policymakers should consider integrating DA principles into curriculum development and teacher training programs. Further research isneeded to explore DA's long-term effects and its potential synergies with other pedagogical approaches. Collaboration between educators, researchers, and community stakeholders can foster more effective learning environments.Originality/Value:The study explores the impact of Dynamic Assessment (DA) on teachers' practices in a Colombian sixth-grade classroom. It uses a mixed-methods approach, examining changes in discourse, interaction patterns, and instructional strategies before and after DA implementation. The research identifies challenges and offers practical implications for educators, emphasizing scaffolding techniques and personalized feedback. It contributes to educational theory and practice by expanding understanding of DA's influenceon teaching practices.

• Autores: Restrepo Ruiz, Marisela; Álvarez Ruíz, Liliana Patricia; Martinez Bula, Ligia Rosa; Herazo Chamorro, Mónica Isabel; Ganem Luna, Aura
• Tipo de recurso: Article of investigation
• Fecha de publicación: 2023
• Institución: Corporación Universitaria del Caribe - CECAR
• Repositorio: Repositorio Digital CECAR
• Idioma: eng
• OAI Identifier: oai:repositorio.cecar.edu.co:cecar/10826
• Acceso en línea: https://repositorio.cecar.edu.co/handle/cecar/10826
• Palabra clave: Dynamic assessmen; Instruction; Interaction; Interaction; Discourse
• Rights: openAccess
• License: Derechos Reservados. Corporación Universitaria del Caribe – CECAR