The contribution by Karpov and Tzuriel starts from a discussion at the closing session of the 20th anniversary conference of the International Association for Cognitive Education and Psychology (IACEP), held in November 2008. A regret was expressed with the fact that dynamic assessment (DA) was still far less popular among practitioners than traditional IQ tests. Disappointingly, the discussion article by Karpov and Tzuriel, although raising some important questions, neither really helps to promote DA nor answers the raised questions, as it was already the case with earlier articles by Grigorenko and Sternberg (1998), as well as Swanson and Lussier (2001; Lussier & Swanson, 2002), which were similarly unhelpful. Karpov and Tzuriel argue that one of the reasons why DA is not fully embraced by the research community is the confusion about what DA actually is. Most unfortunately, the authors themselves confound the objectives, goals, and procedures of DA in their article. Also, their statement that “DA should make it possible to evaluate the person's learning potential, not just his or her actual knowledge and skills” does not make things much clearer, as they also confound learning capacity and learning processes in their article. In these comments, we will try to clarify some matters concerning the terms static versus dynamic assessment, the aims of DA with the associated question of standardization of the instruments used, and finally the scope of DA.