Importance Of Dynamic Assessment

1.2. Review of Literature Dynamic assessment as one of the modern branches of assessment in different domains of educational literature has been discussed and investigated for several years as a tremendous pro-learning form of assessment .A major part of different studies on the dynamic assessment was directly rooted from the outset by Vygotsky’s concept of the ZPD as a new crucial interesting item and his emphasis on applying instruction in assessment simultneously. Following researchers have demonstrated the importance and effectiveness of dynamic assessment in different areas of applied linguistics and language learning skills and subskills and try to depict the effects of using DA on applied linguistics domains :

She tried to enhance and strengthen the listening comprehension skills and found out that the different students ZPDs can make different levels of learning and it can be effective in classroom context .Based on utilizing DA in her research ,she demonstrated that the subject and teacher(mediaor) both can distinguish the problems which prevented the text comprehension. The results of this study uncovered that DA as an effective framework provides a measure of the actual learning level of the learners and an estimation of learners’ potential for learning and comprehension development and they provided a general scaffold for the learners to promote their listening skill as the first language earning skill. Hidri (2014) compared two main branches of assessment including static and dynamic testing of L2 listening comprehension at university level to demonstrate the effect of DA on listening skill. Her study in an educational context revealed DA provided better progress into learners ' cognitive and meta-cognitive processes as functioning level of learning than the conventional static assessment as final examinations. That study demonstrated the effectiveness of DA processes in improving listening comprehension skill and showed that the subjects outperformed in experimental

Farahani (2006) conducted the relationship between depth of vocabulary knowledge and Iranian students’ vocabulary inferencing strategy use and sense of accomplishment. Her findings have demonstrated that there was a significant relationship between the type of lexical inferencing strategy use and depth of vocabulary knowledge. In other hand, those who had more comprehensive depth of vocabulary knowledge used specific types of lexical inferencing strategies more frequently than those who had weaker depth of vocabulary knowledge and inferencing strategies made them more successful in inferring the meaning of unknown words. Ordonez , Carlo ,Snow and Mclaughiin(2002) consider breadth and depth as two key dimensions of vocabulary knowledge. They proposed the depth of vocabulary as the effective element of lexical learning and they claimed that although lexical knowledge is most commonly thought of and assessed as a number of words known , or breadth of vocabulary, it is now increasingly clear that richness of the representation of the words known is also a key dimension of variability. We refer to this dimension as depth of