 As previously we have seen that there could be a number of types of alternative assessments. So one of them is dynamic assessment. Dynamic assessment is an interactive approach to assessment that focuses on a learner's potential for learning and their ability to benefit from instructional support. So it goes beyond my ring fixed knowledge or skills and evaluates the learner's ability to acquire new knowledge and skills with guidance. We are saying that dynamic assessment can be done by gathering a lot of activities. Like the way children behave in the classroom, during academic activities, during play activities, during role plays, group activities, collaborations, collaborations, whatever he or she does, we can record it and we can assess it. So the assessor mediates the learning process by providing assistance to help the learner bridge the gap and develop new skills or knowledge. We have to see how the child is performing in this process. If he stops, or if he has a problem or difficulty, then our educator, as a facilitator, helps him out, removes the gap and helps him go to the next step. So dynamic assessment is the way you assess the child and you guide him simultaneously. So we will do both together, which means we want him to perform something. If he has a problem during this time, we will help him solve it. Dynamic assessment involves an interactive process, that is, it's a two-way process of teacher and student. To see how more activities can be done, how it can be performed. With the assessor providing scaffolding and feedback to support the learner's understanding and problem-solving abilities. Scaffolding is that when the child stops, something is going to be difficult for him. So you explain it a little bit further. With the help of a map, with the help of a clue or a hint, you can make a flowchart for him. For example, you tell him to make something new from blocks. And then you tell him, if we connect blocks like this and make a column like this, then you know how to connect blocks to each other. You have to give him a clue, you have to help him where he stops or attacks. And this is how his performance goes on. Otherwise, he will stop at the first step or the second step. He will not be able to move forward and you can then assess him in a wrong way that he cannot move forward. When the clue is given or we remove the hurdle, he moves forward. So it identifies a learner's zone of proximal development, which is the gap between what the learner can do independently and what they can achieve with support. So the zone of proximal development that we have talked about is applied here. And the interesting thing is that in that, we used to say that someone is helping immature, immature, or they are affording something or they are giving help or giving a clue to the child. So we were teaching him at that time. Now the biggest point of the dynamic assessment that you have to remember is that there are seven guidance which are in this assessment. Wherever the child stops, if there is a problem, you help him there and give him help to move forward. Then wherever he can go, with your help, you will see him all the time and observe him. And then in his credit, all the performance will go, which went with the help of others and which he did by himself. That is, one child's progress is independent and one is dependent. But progress is there, right? So independently, how much he has progressed and how much he has progressed with your help, we will see both of those things together.