Compare and contrast the "dynamic" model of language assessment to the response to intervention model in terms of the sequence of testing and teaching that is characteristic of each model.

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The Answer is The "dynamic" model of language assessment and the response to intervention (RTI) model both aim to support students' language development, but they differ in their approach to testing and teaching.

In the dynamic model of language assessment, the sequence of testing and teaching is characterized by ongoing, formative assessment that informs instruction. This means that language assessment is not a one-time event, but rather a continuous process that occurs alongside teaching. Teachers use a variety of assessment tools and strategies to gather data on students' language skills, and then use this information to tailor their instruction to meet students' needs. This model emphasizes the importance of individualized instruction and ongoing monitoring of students' progress.

On the other hand, the RTI model follows a tiered approach to testing and teaching. In this model, students are first screened for language difficulties, and those who are identified as at risk receive increasingly intensive levels of intervention. The sequence of testing and teaching in the RTI model involves a systematic process of assessment, intervention, and progress monitoring. Students' response to intervention determines whether they need additional support or can return to regular instruction. This model is designed to provide early and targeted support for students who are struggling with language skills.

In summary, the dynamic model of language assessment emphasizes ongoing, formative assessment that informs instruction, while the RTI model follows a tiered approach to testing and teaching, providing targeted intervention based on students' response to intervention. Both models aim to support students' language development, but they differ in their approach to assessment and intervention.

Compare and Contrast the "Dynamic" Model of Language Assessment to the Response