Traditionally, students receiving assistance while taking a test is deemed cheating, a belief based on the premise that assessment needs to evaluate unassisted performance. However, to the proponents of Sociocultural Theory in general and Dynamic Assessment (DA) in particular, such guidance through interaction with the examiner during the assessment session can be beneficial because it can reveal the learner's current abilities as well as potentially problematic areas. Upon diagnosing the shortcomings in the learner's interlanguage, the examiner can assist the learner to remedy them and go beyond the current capabilities. This principle of DA stands in contrast to the conventional view of assessment that conceives assessment and instruction as separate. Given that in DA instruction is embedded in assessment, it can have profound implications for classroom teachers. This paper discusses the affordances of DA along with its underlying theoretical framework and illustrates how it can be incorporated into second language classroom assessment.