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Student Collaboration and Teacher‐Directed Classroom Dynamic Assessment: A Complementary Pairing
Foreign Language Annals
  • Kristin Davin
  • Richard Donato, University of Pittsburgh - Main Campus
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This article examines collaboration during small‐group tasks with young language learners studying Spanish. After five days of classroom dynamic assessment (DA) targeting WH‐question formation, students worked in small groups on a collaborative writing task. This research sought to determine whether learners were able to mediate their peers during this task and if so, whether this mediation might be traced back to participation in classroom DA. Findings revealed that students drew upon collective knowledge to complete the task. While the learners did not appropriate forms of mediation used during DA, characteristics such as repetition and first language usage appeared in peer scaffolding. We conclude that classroom DA can be supplemented by small‐group tasks and that assistance, albeit in different forms, emerged in these two contexts.

Author Posting. © American Council on the Teaching of Foreign Languages, 2013. This is the author's version of the work. It is posted here by permission of Wiley for personal use, not for redistribution. The definitive version was published in Foreign Language Annals, 46, 1, 2013.

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Creative Commons Attribution-Noncommercial-No Derivative Works 3.0
Citation Information
Kristin Davin and Richard Donato. "Student Collaboration and Teacher‐Directed Classroom Dynamic Assessment: A Complementary Pairing" Foreign Language Annals Vol. 46 Iss. 1 (2013)
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