Grounded in Vygotsky's Sociocultural Theory, Dynamic Assessment (DA) can provide fine-tuned information regarding learners' development and opportunities to promote further development. Vocabulary knowledge, because of its complex nature, requires a more sensitive assessment, especially for second language (L2) learners. This systematic literature review investigated 14 empirical studies that used DA to address L2 vocabulary knowledge to provide a comprehensive picture of what has been done, including the target aspects, instruments, and mediational strategies to answer the questions of what kind of information DA could provide and how well it could promote vocabulary development. The findings indicate that the DA of vocabulary is still premature, and more attention is needed in developing a more encompassing instrument and mediational strategies.