Title cards of slideshows used in different presentations.

An eventful year for #DD-Lang! Since summer we’ve presented in 7 conferences in Europe, USA and Canada. Topics focus on #dynamic-diagnostic #assessment; from complimentary value of GenAI in #mediating #learners to #teachers’ use of assessment information to guide instructional practices.

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...

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...

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 ...

@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...

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...

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...

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.

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...

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.

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...

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.

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...

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 ...

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...

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.

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...

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.

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...

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.

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

Dynamic and Diagnostic Language Assessment How can assessment shed light on learners’ current abilities and help chart a path for their continued development? Dynamic assessment and diagnostic language assessment are both now well established ...

The edited volume that #DD-Lang team members and a large number of authors worked on is finally out in #openaccess: doi.org/10.1515/9783...
Across its 11 chapters, we build argument for the potential of bringing together #L2 #dynamic and #diagnostic #assessment – one of the goals of DD-Lang

Two children on unicycles holding hands. Text reads "Learners working together (collective expert)".

Researcher Dmitri Leontjev describing the concept of learners' proximal development.

A picture of a slide describing some key pedagogical concepts with a list of questions for discussion.

Our DD-LANG Development Day “Shared Spaces, Separate Journeys” @opetushallitus.bsky.social on 10.11.2025 brought #teachers and #researchers together. Our goal was to develop ways to enable individual #learning trajectories while guiding groups of learners in the #classroom.

DD-Lang team's paper in Kielikukko - the Journal of the Finnish Reading Association

This was such a productive year for DD-LANG, with numerous meetings with #teachers and #learners, many #conference #presentations, and notable developments incorporating #AI into DD-LANG.

We also wrote a paper with teachers for the #Kielikukko journal.

Thank you to everyone who made this happen!

Matt Poehner, Ari Huhta, and I presented a part of the DD-Lang project's work focusing on AI as a part of mediational sequences.

Title slide of the presentation "I think the most interesting thing iscthat this would help them"

Very interesting CBLA and MLA SIG today at #EALTA2025 with a large variety of foci, contexts, and methodologies. Vera Vesala and I presented our paper on a part of @ddlangproject.bsky.social project, focusing on our collaboration with teachers, namely, on how we together design classroom activities

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

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

DD-Lang team is travelling to #EALTA2025, Saltzurg. We will be presenting two papers focusing on different aspects of the project: ⏭️

A poster with the word missing written in all caps on top, a picture of a shark, and a sentence "Have you seen this shark?" Written at the bottom

DD-Lang team has been travelling around Finland to engage with our amazing #teacher collaborators and meet with students. We collected lots of data, had really interesting #discussions with teachers and #students, and got lots of ideas.
Also, a shark is missing in Turku, apparently

a view of city centre, Tampere, Tammerkoski river, and red-brick industrial buildings.

DD-Lang team has been out and about again, collecting data. This time in #Tampere.
We owe this all to our wonderful #teacher #collaborators and enthusiastic #students 🙌
Kiitos kaikille for making this happen!

Dynamic Diagnostic Language Assessment - Conceptual and Practical Innovation in Foreign Language Education and Assessment Dynamic and diagnostic assessment of foreign language

Slides for this and other presentations are available at our project page: www.jyu.fi/en/projects/...

Title slide of the presentation: Dynamic Assessment of Integrated Argumentative Writing: A Comparative Case Study of Two Multilingual Writers' Development

Matt Poehner and Lu Yu are presenting a paper on #dynamic #assessment of #argumentative #writing, focusing on developmental trajectories of two multilingual learners at #AAAL2025

We built an argument for the necessary change in teacher and reseacher positionality in praxis required for these developments to happen.

We outlined the praxis with language teachers in DD-Lang, focusing on how our engagements with the teachers allow for simultaneous development of the DD-Lang tasks, mediation, and procedures and teacher understanding of assessment, learning and teaching with the goal to develop classroom practices.

Title slide of the presentation: Teacher and researcher positionality in praxis: Adapting dynamic assessment to increase learner agency in classrooms

DD-Lang project's @dima403.bsky.social and Matt Poehner presented the paper:
#Teacher and #researcher
#positionality in #praxis:
Adapting dynamic #assessment to increase #learner #agency in classrooms
at #AAAL2025

General workflow for ChatGPT-enhsnced DA

Xiaozgeng Dai, Lu Yu, Zhingyuan Zhuang, Xiaofei Lu, and Matt Poehner
On potential of #ChatGPT to enhance #DA of #L2 #argumentative #writing at #AAAL2025

refusal as another R Refusal understands the wisdom in a story, as well as the wisdom in not passing that story on. Refusal in research makes way for other r-words- for resistance, reclaiming, recovery, reciprocity. repatriation, regeneration -Tuck and Yang 2014, p. 244

Brilliant plenary by Wesley Y. Leonard on relational accountability
A framework for language work and beyond
At #AAAL2025