Dynamic Assessment in Secondary Science Education: Theoretical Justification and Empirical Testing in South South Nigerian Schools

This study provided theoretical justification and empirical testing of dynamic assessment as a science education approach in secondary schools in the South South geopolitical zone of Nigeria. Dynamic assessment, grounded in Vygotskian zone of proximal development theory, assesses student learning potential through guided mediation rather than static test performance, yet its application in Nigerian science settings lacks systematic theoretical articulation and empirical validation. A design-based research approach was used across two development cycles. Cycle one involved theoretical framework construction through systematic literature review and expert consultative workshops with 20 science education scholars. Cycle two tested the Dynamic Science Assessment Protocol through a quasi-experimental study in 12 secondary schools across Rivers, Bayelsa, and Delta States. Three hundred and sixty SS2 students participated in Biology and Chemistry assessments using the dynamic protocol. Analysis of Covariance and mediation analysis were used. Results showed that dynamic assessment significantly predicted future science performance beyond static assessment scores, particularly for students from low socioeconomic backgrounds. The learning potential measure uniquely captured achievement among students who underperformed on static tests. Original contributions include the Dynamic Science Assessment Protocol and an empirically tested theoretical model for its Nigerian application. Keywords: dynamic assessment, zone of proximal development, South South Nigeria, science education, learning potential.