Background/purpose: The purpose of this study was to analyze the efficacy of the dynamic assessment (DA) Portfolio model for language learning in higher education. This study was conducted in the Indonesian Syntax classroom at Universitas Negeri Surabaya (Unesa). Materials/methods: The learning topics selected in this study were syntactic functions concluding subject; predicate; object; and adverb. The participants of this study were Unesa students in the Indonesian Language and Culture Study Program. DA was conducted with the train-within-test designs. Tests were used in data collection techniques. Descriptive statistics were used for data analysis. Results: DA was conducted on the topic of syntactic functions in Indonesian sentences. There are four sub-topics, namely subject, predicate, object, and adverb. In the four topics, two topics at the beginning required intervention because students' test scores were low, namely a mean score of 47.18 on the subject and 40.26 on a predicate. After that, there was an increase in scores to 67.44 and 79.74. The last two topics have met the learning targets, namely 67.18 on objects and 85.13 on adverbs so no additional intervention is needed. This can be influenced by student interaction on the two previous topics. DA by integrating tests and interventions. This intervention is in the form of feedback and reinforcement of the material. Conclusion: DA Portfolio model in language learning in higher education is effective in improving students' language skills. This can be seen in the students' language skills improvement which are controlled according to the learning targets on each topic.