Abstract
Dynamic assessment is one kind of formative evaluation in which teachers infer the problem from the wrong answer of each child during the learning process and assist by suggesting how to improve, enabling a concept to be reconstructed. The objective of this study is to apply the method of dynamic assessment, used until now in facilitating development, to the unit on "characteristics of water solutions" in 6th grade elementary school science. This method is applied by using prompt cards for students when they are correcting tests. The teacher can confirm the level of students' knowledge and skills in short term (approximately one week after the completion of a unit) and the long term (after approximately three months). The results are as follows: 1. Analysis of the total scores for both problem types (a long sentence description that requires a logical step-by-step explanation and a non-long sentence description that is affected by the existence or non-existence of memory) showed a significantly higher level of accomplishment for the experimental group than for the control group, both in long and short term. 2. As regards analysis of the results for problem type, as mentioned above, the experimental group showed a significantly higher level of achievement than the control group only for long descriptions, in the long term.
