Summative assessment and quantitative assessment and evaluation method is one of the methods that have been frequently used in our education system. This method which informs about the students’ actualization of the desired outcomes and makes important decisions on students’ progress is an indispensable method used in Foreign Language Schools, English Language Preparation Programs. However, it has been recently observed in dynamic assessment practices that quantitative assessment and evaluation method falls short of informing about students’ potential; for example, the two students who got 50 points from a quantitative exam may not have the same potential for future learning. While assessment and evaluation practices that measures students’ past learning has been traditionally holding on, measuring the future potential of the learners is often neglected. Therefore, the dynamic assessment awareness and skill that is planned to be acquired by lecturers has been thought to place as an alternative and potential-based assessment in English Preparatory Programs. In this context, it is aimed by this project to make lecturers working at Foreign Language Schools, English Language Preparation Programs learn a theoretical background of dynamic assessment at the theoretical level; to make them gain skills to apply dynamic assessment in their classes to understand learner potential at the practical level; and to add dynamic assessment among the alternative assessment methods that lecturers use in their institutions at the methodological level. 

 

Dynamic assessment practices of which effectiveness has been emphasized in foreign/second language settings will be conveyed to lecturers through theoretical and practical sessions. The participants are 26 lecturers who work at state or private universities’ Foreign Language Schools, English Language Preparation Programs in Turkey. The participants will actively join the theoretical and practical sessions, make up criteria regarding dynamic assessment; and join micro-teaching activities in which they practice how to give mediation to students and understand learner potential through their responses to teacher mediation. At the end of the education, it is expected that English language lecturers develop awareness towards alternative assessment methods to summative assessment and skill to apply dynamic assessment in their classes to understand their learners’ potential of learning.