1 Introduction

In the context of economic globalization and internationalization of education, China's education reform is committed to cultivating talents with an international perspective, and academic English has become a key focus of teaching reform. Cai Jigang (2015) proposed the establishment of a general academic English assessment system, including formative assessment and summative assessment, to meet the needs of students' professional learning and work. However, traditional assessment methods are difficult to comprehensively evaluate students' cognitive development and learning potential. The dynamic evaluation theory provides a more scientific and effective evaluation method that combines evaluation with teaching, and explores students' potential through intermediary intervention. This article aims to construct a universal academic English proficiency assessment model based on dynamic evaluation theory, providing an evaluation scheme for the cultivation of academic English proficiency.

2. Dynamic Evaluation Theory

Dynamic assessment is an evaluation method that explores students' developmental potential through interaction between evaluators and students, based on Vygotsky's "proximal developmental zone" theory. It aims to evaluate, intervene, and change individuals, with teaching detection and reflective teaching functions, emphasizing the unity of evaluation and teaching. Dynamic evaluation is divided into two modes: intervention based and interactive. The former provides standardized assistance and focuses on quantitative indicators; The latter focuses on qualitative evaluation, conducted through the interaction between evaluators and learners. Intervention based assessment can be further divided into sandwich style and cake style, the latter of which, such as Campione et al.'s stepwise prompting method, is used to understand learners' learning and transfer abilities. Dynamic evaluation has changed the traditional evaluation mode, introduced teaching intervention, explored students' potential, and has a predictive effect. In China, dynamic assessment has been applied to English writing and foreign language classroom teaching, but its application in the field of academic English is still to be explored. This article aims to construct a dynamic assessment model for general academic English proficiency, in order to promote academic English teaching and enhance students' academic literacy.

Construction of a Dynamic Assessment Model for General Academic English Ability

This chapter introduces a general academic English proficiency assessment model based on dynamic assessment theory, which follows three principles: comprehensiveness, multidimensionality, and integration of assessment and teaching. The evaluation mode includes pre-test, in class intervention evaluation, in class interactive evaluation, and post test, with a learning process portfolio running through it. The pre-test and post test form a closed loop to diagnose students' problems and assess their ability growth. Classroom intervention assessment adopts a multi-level progressive approach with multiple interventions and feedback to cultivate academic English skills. Extracurricular interactive assessment aims to cultivate academic English literacy by intervening and evaluating individual ZPD areas through teacher-student student interaction. The learning process portfolio records the learning process and showcases the achievements of students' hard work and progress. The evaluation criteria are designed based on the target tasks of each stage, using a percentage system and a hierarchical system, with multi-dimensional and multi-level refinement. The reliability and validity of dynamic evaluation need to be given new meaning standards, which can be verified through residual benefit scores or learning potential scores to improve evaluation consistency and stability.

4 Conclusion

A general academic English proficiency assessment model based on dynamic assessment theory has been constructed, using a combination of in class intervention and out of class interaction methods to integrate assessment into the teaching process. Through multi-level progressive intervention assessment and interactive assessment, the entire process is recorded using a learning process portfolio to reflect the dynamic and predictive nature of assessment, achieving an organic unity of teaching, assessment, and learning. Teachers need to ensure the reliability and validity of the evaluation, determine the content, timing, and degree of intervention, and students need to have high participation and cooperation, which poses challenges to teachers, students, and teaching, requiring a lot of time and effort. The evaluation mode needs to be continuously tested, revised, and improved in teaching practice.