This study reports on dynamic assessment of young children’s emergent writing in northern Canadian classrooms. The one-on-one assessments consisted of open-ended tasks: drawing a picture and then talking and writing about it. Our team analyzed transcripts of 124 adult-child interactions in terms of the assessment administrator’s prompts and the children’s responses to the prompts. We wanted to understand which mediating practices most frequently led to children’s writing performance. Our analysis showed that the three assessment administrators, all of whom had primary teaching experience, most frequently mediated children’s writing by demonstrating how to stretch out the sounds of words that children intended to write. Participating children used print most frequently in response to this form of mediation. Over 90 % of the children wrote either letters or words in the fall administration of the assessment and all children wrote letters or words in the spring administration. Dynamic assessment provided a window into the children’s knowledge about print that would not have been possible had assessment practices not included some form of mediation.

这项研究报告了加拿大北部教室对幼儿紧急写作的动态评估。一对一评估包括开放性任务：画一幅图，然后讨论和写作。我们的团队根据评估管理员的提示和儿童对提示的回应，分析了124种成人与儿童互动的笔录。我们想了解哪种调解实践最常导致儿童的写作表现。我们的分析表明，三位评估管理人员都具有基本的教学经验，他们最常通过演示如何扩展孩子打算写的单词的发音来介导孩子的写作。参加这种活动的儿童最频繁地使用这种印刷品来应对这种形式的调解。在评估的秋季管理中，超过90％的孩子写字母或单词，而在春季管理中所有孩子都写字母或单词。动态评估为儿童提供有关印刷知识的窗口，如果评估实践中未包含某种形式的调解，这是不可能的。