Dynamic Diagnostic Language Assessment (DD-LANG)
@ddlangproject.bsky.social
Bridging formal testing with classroom assessment and producing tools for assessment that supports learning.
At University of Jyväskylä
funded by Suomen Akatemia
2022-26
http://r.jyu.fi/DDLANG_en
At University of Jyväskylä
funded by Suomen Akatemia
2022-26
http://r.jyu.fi/DDLANG_en
Antón's commentary, who reviews the chapters in the volume in light of common #goals and differing #theoretical foundations of #DA and #DiagA, concludes the volume
doi.org/10.1515/9783...
doi.org/10.1515/9783...
11 Commentary: Leontjev, Poehner & Huhta (eds.), Dynamic and diagnostic language assessment. Learning across frameworks to support L2 education
11 Commentary: Leontjev, Poehner & Huhta (eds.), Dynamic and diagnostic language assessment. Learning across frameworks to support L2 education was published in Dynamic and Diagnostic Language Assessm...
doi.org
November 29, 2025 at 4:17 PM
Antón's commentary, who reviews the chapters in the volume in light of common #goals and differing #theoretical foundations of #DA and #DiagA, concludes the volume
doi.org/10.1515/9783...
doi.org/10.1515/9783...
@lukeharding.bsky.social, @tinekebrunfaut.bsky.social, Huhta, and @benjaminkremmel.bsky.social discuss the potential integration of #mediation into #DIALANG2.0. The authors give an overview of #DIALANG and explore #synergies and #distinctions between #DA and #DiagA
doi.org/10.1515/9783...
doi.org/10.1515/9783...
10 Conceptualising DIALANG 2.0: Is there a role for mediation in a theory-driven approach to computer-based diagnostic language assessment?
10 Conceptualising DIALANG 2.0: Is there a role for mediation in a theory-driven approach to computer-based diagnostic language assessment? was published in Dynamic and Diagnostic Language Assessment ...
doi.org
November 29, 2025 at 4:12 PM
@lukeharding.bsky.social, @tinekebrunfaut.bsky.social, Huhta, and @benjaminkremmel.bsky.social discuss the potential integration of #mediation into #DIALANG2.0. The authors give an overview of #DIALANG and explore #synergies and #distinctions between #DA and #DiagA
doi.org/10.1515/9783...
doi.org/10.1515/9783...
Levi, Schlam-Salman, and Russak explore the #impact of #DiagA tools on the #professional #development of #EFL #teachers in Israel, focusing on enhancing their #PCK regarding reading, informed by #Vygotskian #Sociocultural #Theory ( #SCT)
doi.org/10.1515/9783...
doi.org/10.1515/9783...
9 A Sociocultural perspective of teachers’ professional development: Using diagnostic assessment to mediate beginning EFL reading
9 A Sociocultural perspective of teachers’ professional development: Using diagnostic assessment to mediate beginning EFL reading was published in Dynamic and Diagnostic Language Assessment on page 21...
doi.org
November 29, 2025 at 4:06 PM
Levi, Schlam-Salman, and Russak explore the #impact of #DiagA tools on the #professional #development of #EFL #teachers in Israel, focusing on enhancing their #PCK regarding reading, informed by #Vygotskian #Sociocultural #Theory ( #SCT)
doi.org/10.1515/9783...
doi.org/10.1515/9783...
In Chapter 8, Lee argues for #reconceptualising #consequential #validity in light of #DA, proposing an integrated validity framework for DA and #DiagA, focusing on the evaluation of #consequences, #washback, and #learning- and #development-inducing effects of DA and DiagA
doi.org/10.1515/9783...
doi.org/10.1515/9783...
8 Validity of dynamic language assessment: Re-conceptualizing consequential validity
8 Validity of dynamic language assessment: Re-conceptualizing consequential validity was published in Dynamic and Diagnostic Language Assessment on page 189.
doi.org
November 29, 2025 at 3:57 PM
In Chapter 8, Lee argues for #reconceptualising #consequential #validity in light of #DA, proposing an integrated validity framework for DA and #DiagA, focusing on the evaluation of #consequences, #washback, and #learning- and #development-inducing effects of DA and DiagA
doi.org/10.1515/9783...
doi.org/10.1515/9783...
Poehner, Zhang, and Qin explore the #integration of #DA into the #ACTFL Oral Proficiency Interview ( #OPI) of #university #L2 learners of #Mandarin #Chinese, building argument for enhancing #diagnostic #insights into second #L2 #oral #proficiency through such integration
doi.org/10.1515/9783...
doi.org/10.1515/9783...
7 From diagnostic descriptors to prognostic recommendations: An OPI–DA framework
7 From diagnostic descriptors to prognostic recommendations: An OPI–DA framework was published in Dynamic and Diagnostic Language Assessment on page 165.
doi.org
November 29, 2025 at 3:53 PM
Poehner, Zhang, and Qin explore the #integration of #DA into the #ACTFL Oral Proficiency Interview ( #OPI) of #university #L2 learners of #Mandarin #Chinese, building argument for enhancing #diagnostic #insights into second #L2 #oral #proficiency through such integration
doi.org/10.1515/9783...
doi.org/10.1515/9783...
Hunte, Jang, and Ignacio explore the #integration of cognitive #DiagA and #DA to enhance #teaching and #learning, particularly for L2 learners and learners with learning disabilities ( #LD), emphasising the transformative potential of such integration
doi.org/10.1515/9783...
doi.org/10.1515/9783...
6 Cross-coupling effects of cognitive diagnostic assessment and dynamic assessment
6 Cross-coupling effects of cognitive diagnostic assessment and dynamic assessment was published in Dynamic and Diagnostic Language Assessment on page 133.
doi.org
November 29, 2025 at 3:48 PM
Hunte, Jang, and Ignacio explore the #integration of cognitive #DiagA and #DA to enhance #teaching and #learning, particularly for L2 learners and learners with learning disabilities ( #LD), emphasising the transformative potential of such integration
doi.org/10.1515/9783...
doi.org/10.1515/9783...
Liontou and Huhta focus on #Finnish and #Chinese university students enrolled in #English courses, investigating alignment between self-assessed and tested #proficiency. The authors advocate for #integrating #DA and #DiagA to improve #self-assessment and address student needs
doi.org/10.1515/9783...
doi.org/10.1515/9783...
5 Paving the way for dynamic assessment through diagnostic self-assessment: A comparison of Finnish and Chinese university students
5 Paving the way for dynamic assessment through diagnostic self-assessment: A comparison of Finnish and Chinese university students was published in Dynamic and Diagnostic Language Assessment on page ...
doi.org
November 29, 2025 at 3:40 PM
Liontou and Huhta focus on #Finnish and #Chinese university students enrolled in #English courses, investigating alignment between self-assessed and tested #proficiency. The authors advocate for #integrating #DA and #DiagA to improve #self-assessment and address student needs
doi.org/10.1515/9783...
doi.org/10.1515/9783...
Yaru Meng and Hua Fu, in their chapter, explore the complementarity of #DA and cognitive #DiagA to develop an Attribute-based Mediation Model ( #AMM) for #English #listening comprehension, providing a framework for future #research combining DA and cognitive DiagA doi.org/10.1515/9783...
4 Attribute-based mediation model for EFL listening: The combination of cognitive diagnostic assessment and dynamic assessment
4 Attribute-based mediation model for EFL listening: The combination of cognitive diagnostic assessment and dynamic assessment was published in Dynamic and Diagnostic Language Assessment on page 73.
doi.org
November 28, 2025 at 2:48 PM
Yaru Meng and Hua Fu, in their chapter, explore the complementarity of #DA and cognitive #DiagA to develop an Attribute-based Mediation Model ( #AMM) for #English #listening comprehension, providing a framework for future #research combining DA and cognitive DiagA doi.org/10.1515/9783...
Susie Kim and @danielrisbell.bsky.social's chapter explores the implementation of #Korean #Pronunciation #Diagnostic (KPD) in an #intermediate-level Korean language course. The chapter also discusses future use of the KPD, including incorporating DA as a part of it doi.org/10.1515/9783...
3 Diagnostic assessment of pronunciation in a Korean language classroom: An action research study
3 Diagnostic assessment of pronunciation in a Korean language classroom: An action research study was published in Dynamic and Diagnostic Language Assessment on page 53.
doi.org
November 27, 2025 at 1:12 PM
Susie Kim and @danielrisbell.bsky.social's chapter explores the implementation of #Korean #Pronunciation #Diagnostic (KPD) in an #intermediate-level Korean language course. The chapter also discusses future use of the KPD, including incorporating DA as a part of it doi.org/10.1515/9783...
Lu Yu and @dima403.bsky.social's chapter explores the #diagnostic value of #DA in the #development of #learners' #academic #writing. The #enrichment group outperformed control group on the #post-intervention DA. The authors also explored the development path of one learner doi.org/10.1515/9783...
2 Dynamic assessment of L2 writing: Diagnosing and promoting L2 English learners’ academic writing abilities in the ZPD
2 Dynamic assessment of L2 writing: Diagnosing and promoting L2 English learners’ academic writing abilities in the ZPD was published in Dynamic and Diagnostic Language Assessment on page 23.
doi.org
November 27, 2025 at 1:08 PM
Lu Yu and @dima403.bsky.social's chapter explores the #diagnostic value of #DA in the #development of #learners' #academic #writing. The #enrichment group outperformed control group on the #post-intervention DA. The authors also explored the development path of one learner doi.org/10.1515/9783...
The introductory Chapter 1 by @dima403.bsky.social, Matthew Poehner, and Ari Huhta sets the scene by discussing the complementarity and differences of Dynamic (#DA) and Diagnostic Assessment (#DiagA), situating the two frameworks within broader #developments in #educational and #L2 #assessment
November 27, 2025 at 12:51 PM
The introductory Chapter 1 by @dima403.bsky.social, Matthew Poehner, and Ari Huhta sets the scene by discussing the complementarity and differences of Dynamic (#DA) and Diagnostic Assessment (#DiagA), situating the two frameworks within broader #developments in #educational and #L2 #assessment
DD-Lang #collaborator meeting is also happening during the #EALTA2025 conference.
May 27, 2025 at 4:05 PM
DD-Lang #collaborator meeting is also happening during the #EALTA2025 conference.
Thu, May 28, Matt Poehner, @dima403.bsky.social, and Ari Huhta present a paper discussing #GenAI, namely #chatbot interactions as part of #mediation #sequences for #assessing and promoting #learners' L2 #English #reading abilities
May 27, 2025 at 4:03 PM
Thu, May 28, Matt Poehner, @dima403.bsky.social, and Ari Huhta present a paper discussing #GenAI, namely #chatbot interactions as part of #mediation #sequences for #assessing and promoting #learners' L2 #English #reading abilities
Wed, May 28, Vera Vesala and @dima403.bsky.social give a paper “I think the most interesting thing is that this would help them” focusing on #praxis with DD-Lang #teacher collaboratorsat Classroom-Based Assessment & Multilingual Language Assessment SIG meeting
May 27, 2025 at 3:56 PM
Wed, May 28, Vera Vesala and @dima403.bsky.social give a paper “I think the most interesting thing is that this would help them” focusing on #praxis with DD-Lang #teacher collaboratorsat Classroom-Based Assessment & Multilingual Language Assessment SIG meeting
Slides for this and other presentations are available at our project page: www.jyu.fi/en/projects/...
Dynamic Diagnostic Language Assessment - Conceptual and Practical Innovation in Foreign Language Education and Assessment
Dynamic and diagnostic assessment of foreign language
www.jyu.fi
March 26, 2025 at 1:36 PM
Slides for this and other presentations are available at our project page: www.jyu.fi/en/projects/...
We built an argument for the necessary change in teacher and reseacher positionality in praxis required for these developments to happen.
March 24, 2025 at 6:14 PM
We built an argument for the necessary change in teacher and reseacher positionality in praxis required for these developments to happen.