Examining the Impact of Concurrent and Cumulative Group Dynamic Assessment on Reading Comprehension Ability of Iranian EFL Learners

Abstract

According to Dynamic Assessment (DA), the integration of assessment and instruction occurs as intervention is embedded within the assessment procedure. This unification is necessary to interpret individuals’ abilities and to lead them to higher levels of functioning (Lidz & Gindis, 2003, p. 99). One major barrier to implementing DA in L2 classes is that these contexts usually do not allow the one-to-one interactions that characterize most DA work. This research explored the use of DA with 93 female undergraduate students majoring in different fields to com- pare the impact of two types of Group DA called Concurrent and Cumulative Group DA on their reading compre- hension ability. An enrichment program lasting for eight weeks was offered to two experimental groups. The par- ticipants’ performances during pretest and posttest were examined for changes in their independent functioning. It was found that mediation in Concurrent and Cumulative Group DA promoted the Iranian EFL learners’ reading comprehension ability. However, no significant differences were found between the effects of these two types of Group DA. DA found to be effective in EFL learning without the sacrifice of effective language pedagogy.