‘Application of Dynamic Assessment in Second and Foreign Language Teaching’ by Soudabeh Tabatabaei & Morteza Bakhtiarvand


A test is first a method and that method generally requires some performances or activities on the part of either the testee or the tester or both. Testing is an inextricable part of the instructional process. If a test is to provide meaningful information on which teachers and administrators can base their decisions, then many variables and concerns must be considered. No EFL program can deny the significance of testing for evaluating learner’s acquisition of the target language. This study reports on the use of an innovative assessment, dynamic assessment (DA), in EFL and ESL contexts. It can empower educators to become researchers when they implement and further investigate this innovative approach to language assessment. The present article is a literature review which aims to look critically at the emergence of DA as an alternative approach to the previous traditional approaches. Also, after taking a look at the theoretical framework as well as different models of DA, the researchers compare dynamic and non-dynamic assessments as well as the application and implication of DA in the scope of language teaching and language testing.

Index Terms — dynamic Assessment (DA), models of DA, traditional assessment

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