Dmitri Leontjev

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.

Book cover of "Dynamic and Diagnostic Language Assessment" edited by Dmitri Leontjev, Matthew Poehner, and Ari Huhta.

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

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!

Simplified PRISMA chart (adapted from Page et al., 2021)

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?

We discussed how learner-chatbot interactions created opportunities for students to gain further understanding of the texts and the tasks and provide extra information about students' performance and areas of struggle.

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.

Recommendations for Assessment Literacy courses • Course content • Glossary with a related language-focussed task • (Simple) quantitative and qualitative test analysis • Facilitating assessment design and marking • Course delivery • Practical test development activities & peer feedback • Topics seen from different viewpoints to raise awareness of function of assessment • Carefully staged content • Contextualisation • Frame within a particular context • Emphasise learner-controd aspects

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

Breakthroughs: Al & LLM Application to language testing: Scoring essays for a high-stakes test Scoring accuracy: A fine-tuned BERT model was most accurate Detecting anomalous responses: Prompt engineering with an LLM was best Providing qualitative feedback: Prompt engineering with an LLM was most informative Solution: One Al agent retrieves the scores from the fine-tuned BERT model Another Al agent checks for anomalous essays and flags them Another Al agent provides qualitative feedback by prompting with an LLM

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

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

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 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!

Theoretical framework of the study Bronfenbrenner and Farrel

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

Tu / usted SCOBA

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

Title slide of the presentation: CHILEAN EFL TEACHERS' ASSESSMENT LITERACY: BRIDGING THE GAP BETWEEN NATIONAL STANDARDS AND TEACHING PRACTICES

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