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.

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...

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...

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@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...

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 ...

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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...

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...

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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...

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.

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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...

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.

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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...

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.

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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...

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 ...

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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.

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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.

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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.

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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

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

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 ...

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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.

Our recommendation for #OAWeek addresses anyone interested in #LanguageAssessment: @dima403.bsky.social, Matthew Poehner and Ari Huhta collected the latest research on dynamic and diagnostic approaches to language assessment: www.degruyterbrill.com/document/isbn/9783111233918/html#bibliographicData

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!

Stefan O‘Grady, Nazlınur Göktürk & Olena Rossi presented a systematic review of AI use in language testing between 2019 and 2024 at #EALTA2025

Ari Huhta, Sylvia Opriessnig, Josep Maria Montcada Escbairo, Doris MoserFrötscher, Olivia Rütti Joy, Gyula Tánko, & Karin Vogt Gave a panel discussion at #EALTA2025 focusing on assessment impact - who and how much have agency at the steering wheel? - can we make it into a discussion?

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.

Carolyn Westbrook, Richard Spiby & Jordan Weide on corpus linguistics-based approach to investigate teachers’ challenges in language assessment at #EALTA2025

Jamie Dunlea Lecture #EALTA2025: Alistair Van Moere's giving a keynote on AI innovation transforming language assessment

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

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: ⏭️

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!

Maria Matilde Olivero presented a paper on #self-exploration of an #LTE's emotions at #AAAL2025 #Self-inquiry into own #emotions as key to understanding own #identity as a #peacebuilder in teacher education

Adam van Compernolle gave an excellent paper on developing #L2 #indexing #capacity at #AAAL2025 #Dialectics of #language and #culture and whst it means for learner development

Evelyn Dlaz-lturriaga on Chilean Teachers' #assessment #literacy Teacher autonomy Accountability and Support

Shuhui Yin and Carol Chapelle present their study of academic journals' author #guidelines regarding the #ethical use of #GenAI at #AAAL2025