the measurement paradigm and role of mediators in dynamic assessment: a qualitative meta-synthesis

As dynamic assessment (da) continues to come to prominence as a procedure that endeavors to ameliorate learner performance and further development through mediators' assistance with the intent of discerning learning potential, a plethora of research has delved into the applicability of da in second/foreign language education. this article employed methodical procedures for qualitative meta-synthesis of the target research domain to synthesize available quantitative and qualitative primary research reports. the discursive reading and systematic review of research findings and discussions across study reports revealed a primary theme, that is, 'da: shifting focus from postpositivism to pragmatism', and a shared set of 2 secondary themes, that is, 'classroom-based l2 da: post-achievement test condition' and 'mediators' sense of accountability' that can provide a refined worldview on da and a window on contemporary opinions on the relevance of assessment to classroom context and can develop a more informed understanding of the ascendency of mediators over the effectiveness of da.