89 Copyright © 2023, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 6 DOI: 10.4018/978-1-6684-5660-6.ch006 ABSTRACT This chapter presents the theoretical background of dynamic assessment (DA) and its praxis with pedagogi- cal suggestions for foreign language writing instructional settings. Resting on Vygotsky’s sociocultural theory (1978), DA asserts that there is a need for blending instruction with assessment because of the social interaction’s salience on cognition modification. Thus, DA adopts learning-and-learner-based feedback approaches and a present-to-future model of assessment, which rests on reciprocal teacher- learner interaction. Grounding in the need for enlightening DA in an EFL setting, this chapter presents reciprocal interactions between a teacher and four students. The interaction analyses unveil that the teacher has adopted a variety of mediational moves to finely instruct the students and diagnose their microgenesis, and students have displayed various reciprocity acts towards the mediational moves pro- vided to them, which unpacks each student’s zone of proximal development. Based on these findings, the chapter ends with suggestions for EFL writing teachers. INTRODUCTION People come from different socio-cultural backgrounds, and their interactions with society may show differences, which directly affects each person’s opportunity to reach qualified education and information. Today students, especially those who are at the tertiary level, are getting mobilized around the world, so students whose socio-cultural and educational backgrounds are diverse might also influence classrooms’ dynamics (Shrestha, 2020). Even though the diversity inside the classrooms may be an advantage, it may Dynamic Assessment as a Learning-Oriented Assessment Approach Tuba Özturan Erzincan Binali Yıldırım University, Turkey Hacer Hande Uysal Gürdal Hacettepe University, Turkey