Dmitri Leontjev
@dima403.bsky.social
Senior researcher at the Centre for Applied Language Studies of the University of Jyväskylä.
Reposted by Dmitri Leontjev
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...
Reposted by Dmitri Leontjev
@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...
Reposted by Dmitri Leontjev
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...
Reposted by Dmitri Leontjev
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...
Reposted by Dmitri Leontjev
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...
Reposted by Dmitri Leontjev
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...
Reposted by Dmitri Leontjev
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...
Reposted by Dmitri Leontjev
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...
Reposted by Dmitri Leontjev
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...
Reposted by Dmitri Leontjev
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...
Reposted by Dmitri Leontjev
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
We discussed how learner-chatbot interactions created opportunities for students to gain further understanding of the texts and the tasks and provide extra information about students' performance and areas of struggle.
May 29, 2025 at 2:49 PM
We discussed how learner-chatbot interactions created opportunities for students to gain further understanding of the texts and the tasks and provide extra information about students' performance and areas of struggle.
Reposted by Dmitri Leontjev
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
Reposted by Dmitri Leontjev
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