lst (print) issn 2051-9699 lst (online) issn 2051-9702 lst vol 3.1 2015 99–119 ©2016, equinox publishing doi : 10.1558/lst.v3i1.27549 Article Learning Potential and the Dynamic Assessment of L2 Chinese Grammar through Elicited Imitation Haomin (Stanley) Zhang and Rémi A. van Compernolle Abstract Tis article outlines an approach to evaluating second language grammatical learn- ing potential through dynamic assessment of elicited imitation. Focus is on the design of a sandwich format dynamic assessment in which learners engage in a pretest of independent performance, followed by a mediation phase in which instructional support is provided, and then a retest of independent performance. Te assessment centers on learners’ responsiveness to support as measured by gains made between the pretest and the retest and the calculation of a learning potential score. We report on a small-scale implementation of the test with four intermediate-level and two elementary-level university learners of Chinese and their emerging comprehension of, and ability to produce, progressive and experiential aspect constructions. Results show signifcant gains with large efect sizes following mediation, which is one indi- cation that the assessment was successful in evaluating learning potential. Keywords: Chinese as a second language; Dynamic assessment; learning potential score; second language testing; sociocultural theory; zone of proximal development Introduction In recent years, increasing attention has been paid to dynamic assessment (DA) as an alternative approach to testing second language (L2) knowledge Afliation Carnegie Mellon University, Pittsburgh, PA. email: haominz@andrew.cmu.edu