Dynamic Assessment and Its Implications for RTI Models

Dynamic assessment refers to assessment that combines elements of instruction for the purpose of learning some-thing about an individual that cannot be learned as easily or at all from conventional assessment. The origins of dynamic assessment can be traced to Thorndike (1924), Rey (1934), and Vygotsky (1962), who shared three basic assumptions (Grigorenko, 2009). The first assumption is that conven-tional assessment does not work for children who have diverse educational and cultural experiences. The second assumption is that we should be interested more in where children can be tomorrow if given adequate education or intervention rather than in where children are now given their previous educational history. The third and final assumption is that the reason for assessment lies in inter-vention and, consequently, that the results of assessmen