matt could you please re-word your last paragraph
The part that I think presents problems in Moodle is in recording the difference between what the learner can do unaided and what the learner can do with scaffolding (mediation from a teacher or peer). That's the learning potential (Tzuriel calls itcognitive modifiability) that dynamic assessment attempts to measure. AFAIK, Moodle's grade book doesn't record this explicitly but perhaps the grade history tables could be used for this in some way, i.e. a history of improvement in elapsed time and/or higher grades over several attempts. However, this doesn't show whether the learner was being aided or not.
i get it, and in another context i grasp it. but for what ever reason. at moment, i am just not connecting the dots. i do not know how to build off your comment and apply it.