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Assessment of—or in—the zone of proximal development
ARTICLE

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Learning and Instruction Volume 10, Number 2, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

Two perspectives on assessment are suggested by different interpretations of Vygotsky's concept of the zone of proximal development (ZPD). The first perspective—developed in the field of dynamic assessment research—considers that it is possible to measure the learner's ZPD as an individual trait showing a certain stability across instructional settings. The second perspective draws on work on interactive formative assessment integrated in classroom instruction. In this approach, assessment intervenes in the ZPD created by a learner's on-going interactions with a given instructional setting. Critical appraisal is given to the way in which each perspective interprets Vygotsky's writings.

Citation

Allal, L. & Pelgrims Ducrey, G. (2000). Assessment of—or in—the zone of proximal development. Learning and Instruction, 10(2), 137-152. Elsevier Ltd. Retrieved November 19, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0959-4752(99)00025-0

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