This research investigated the implementation of an assessment activity inspired by Dynamic Assessment (DA – POEHNER, 2005, 2008, 2011), Mediated Development (POEHNER & INFANTE, 2015) and Mediated Learning Experience (FEUERSTEIN, FEUERSTEIN; FALIK, 2014) theories, as a way to stimulate learning during assessment moments. It aimed at understanding the effects that this activity would have on students' motivation and progress in an English class. The results indicate the development of learning as an interactive and collaborative praxis.
Sociocultural Theory (TSC) (VYGOTSKY, 1998; LANTOLF, 2000; REGO, 2017) understands social interaction as a tool for development. In this process, learning is a collaborative activity and knowledge is built through mediation. According to Nicolaides (2003), language learning occurs through social interaction, as long as there are opportunities for this to happen. Thus, in order to promote significant learning experiences (AUSUBEL, 1963, 2003; MOREIRA, 2006) in the classroom, in this research we investigate the implementation of an assessment activity that was inspired by Dynamic Assessment (DA – POEHNER, 2005, 2008, 2011), Mediated Development (POEHNER & INFANTE, 2015) and Mediated Learning Experience (FEURSTEIN, FEURSTEIN & FALIK, 2014) theories, as a way to stimulate learning during assessment moments. This work presents a few results of a PhD ongoing research, in which we seek to understand the outcomes of the implementation of mediated assessment in high school level, more specifically with third year students in a federal public school in the State of Minas Gerais, Brazil. Hence, we consider the need to redefine the meanings and usages of assessment in order to break away from banking education (FREIRE, 1970) as well as change its classificatory, sentential and terminal idea in order to encourage mediating and emancipatory educational practices (QUEIROZ & GODOY, 2006). The data was generated by students' narratives about their experiences related to this assessment activity, as "narratives and TSC are natural partners" (SWAIN et. al., 2015, p. X). Also, narratives can help us to "understand the inner mental worlds of teacher and student reading and the nature of language teaching and learning as a social and educational activity" (BARKHUIZEN et. al, 2014, p. 313). The results indicate the development of learning in an interactive and collaborative praxis, revealing "collective transformation instead of individual transformations" (ENGERSTRÖM, 2008).
