آکادمی و موسسه علمی پژوهشی ابن سینا

Dynamic assessment stresses the need for unifying assessment and instruction. It provides insight into examinees' potential for future development by providing them with necessary assistance during the assessment task through collaborative dialogue. The present study was undertaken to explore the practicality and the effect of dynamic assessment on the L2 writing ability of Iranian EFL learners. To this end, 17 EFL learners divided into two groups,  participated in this study. First of all, learners were pretested non-dynamically by choosing their favorite topic from among five topics. Then the procedure of dynamic assessment was run in three steps, topic-choice, idea-generation, and macro revising. All these steps ran with the teacher's mediation and the learners together. After revision, learners were asked to write about their topic, and their compositions' scores were taken as the post-test scores. The comparison of pretest and posttest scores in each group separately showed that dynamic assessment significantly influenced participants' scores and enhanced their writing ability. Comparing the two groups' post-test scores illustrated that the experimental group's scores on dynamic assessment sessions were generally higher than the control group's scores. The results of the learners' interview assured that EFL process writing with the help of dynamic assessment could improve their writing competence and their writing confidence. It also elevated their motivation in their writing ability. Based on the results of the study, Dynamic Assessment researchers are recommended to conduct Dynamic Assessment-based studies that would outline effective mediation for teaching/assessing various abilities and provide guidelines for the execution of dynamic assessment in L2 educational settings.

Introduction

The goal of this study is to investigate the effect of Dynamic Assessment (DA) on the EFL learners' process writing. With regard to that, this chapter provides the rationale for using the DA-based approach and the advantages over traditional and standardized assessments. Then this is followed by the significance of the dynamic assessment framework in foreign language acquisition and also process writing. Next, the problem statements, aims of the study, research questions, and significance of the study are also presented. Finally, the chapter concludes with the definition of the key terms.

Dynamic Assessment 

Changes and shifts have been debated significantly and frequently in the way we approach testing in the last three decades. Based on Lubbe's concept (2004), one of the ways that mainly affect educational psychological testing is a shift from isolated psychometric assessment toward a more dynamic assessment culture. As Brown asserted "advances in language testing do not take place in a vacuum, they are stimulated by advances in our understanding of the processes of language acquisition and language teaching" (2007, p.3). Moreover, there has been a "proliferation of research dealing with Dynamic Assessment as an alternative approach to conventional psychometric measures" (Tzuriel, 2001, p.1). Therefore, dynamic assessment is a new approach to psychological and educational assessment (Haywood & Lidz, 2007) and it is defined as "an interactive approach to conducting assessments within the domains of psychology, language or education that focus on the ability of the learner to respond to intervention" (www.dynamicassessmet.com).

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