This article outlines the nature and functions of dynamic assessment within education settings, an approach that has great appeal for many psychologists and educationalists, but is yet to take root in mainstream practice. Different forms of dynamic tests are outlined. In particular, the distinction is made between those who advocate a standardized approach and others who maintain that flexibility of response is essential for maximizing the child's performance. It is argued that dynamic tests should not be seen primarily as superior IQ tests but, rather, as tools with the potential to aid education professionals in devising appropriate classroom-based interventions.