Through a mediated learning experience, clinicians can explore emerging skills. This process helps to pinpoint intervention goals, and can help make better predications. Some researchers proposed that the information gained from dynamic assessment can be used to time interventions to when child is "ready to learn" (Bain & Olswang, 1995).
Targets should be selected for those skills in which child showed some awareness, but below expectations. Goals are set in developmental order that will help the child within the classroom setting.
So, how do we develop our own dynamic assessment? How can this apply to other kinds of testing?
Well generally what you want to do is you want to identify an area that you would target that might be an area of weakness for a child with whom you've been in assessment.
Then you want to develop either develop a pretest or use a standardized pretest or criterion-referenced pretest that's commercially available to get more information about that particular area. You want to develop intervention using the components of mediated learning. So make sure you include a goal for that teaching or for that mediated learning session. Make sure that you include information about meaning: "Why is this important?" And transcendence: "How does this relate to other situations? What would happen if...?" And to induce that hypothetical thinking in the child. And, finally, help them to develop their own plan for continuing to learn and apply these principles outside of the session that you're working.
You want to observe modifiability during that intervention session, and then finally you make recommendations, and it may be making caution recommendations as this is a child who probably has language difference and not language disorder. Or you might develop recommendations for intervention based on some of the ways that they responded to the mediated learning session.