| Summary: | Dynamic assessment (DA), deriving from the Vygotskian Sociocultural theoretical approach, has attracted considerable attention from researchers in the fields of psychology and general education, but it is still regarded as a novel approach within the field of second language acquisition. DA can be defined as an approach not only focusing on assessment as its name suggests but also aiming to instruct learners through hints or prompts, which are forms of mediation within the framework of sociocultural theory. With the increasing number of studies on DA in the field of second language teaching, DA seems to have promising effects on language teaching and learning processes. This study aims to provide a brief review of the fundamental principles and constructs that are associated with DA. Firstly, we address the place of assessment in the field of education. We then discuss the theoretical framework of DA and then outline the principal components of the theory including the zone of proximal development (ZPD), mediation, and internalization, which are also critical for DA. After outlining the general framework, the study focuses on describing DA, which is followed by giving the basic tenets of DA. Additionally, the study draws a comparison between dynamic assessment and nondynamic assessment and discusses criticisms leveled at DA. Finally, the study addresses the advantages DA offers and concludes with final remarks and implications.
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