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In this paper we look at transformations of the evaluative encounter, and the dynamic created between teacher and the student in the classroom through their material interactions, and how it might extends beyond the walls of the classroom, providing a site of learning and transformation.We draw on case material within the cross-cultural spaces of in-country language learning as a second language (L2) bringing focus to the material aspects of developing interactional resources that bring reflection upon experience, while also modeling a type of doing interaction using physical.  Specifically, we will contrast two forms of evaluation used by a teaching team, painting a figure of  the highlighly structured forms of language teaching and learning that use testing to evaluate learning of specific content (CEFR), to a newly formed course and sociomaterial interaction in which the teacher’s intent to devleop an evaluation tool drove their their development of a paper-based map with interactive tokens, reflecting the daily life of the learner, embedded within a sequence of teacher-directed activities. We draw on dynamic assessment framework, interactional competence, and design anthropological to create a contrast between summative approach to L2 evaluation in contrast to formative approach of student assessment, where the three-hour evaluative encounter can become one site along the learning journey of the learner.  Mapping activities are designed as dialogic tools that emphasize specificity, pointability, and modifiability, enabling learners to situate their experiences across past, present, and future. Within this process, evaluation shifts from judging correctness to assessing shared activity, adaptability, intentionality, and the capacity for transcendence,positioning assessment itself as a participatory and transformative site of learning.