خلاصه ماشینی:
"Dynamic assessment (DA), proposed by Lev Vygotsky in 1978 (Naeini & Duvail, 2012) deals with the development of learning; it includes drawing the attention of the educational stakeholders to the capabilities of the learners (Poehner, 2008).
As Caffrey (2006) defines, in the traditional view of assessment the examiner’s role is merely administering the tests without providing any feedback or interactive support to the learners.
Furthermore, Poehner (2008) states that providing the learners with several challenging tasks to cope with could assist the process of learners’ mental development and consequently leads to the integration of assessment and instructions.
Regarding the concept of assessment and its effectiveness in instructional issues, Sacks (1999, as cited in Poehner, 2008) states that assessment and specially standardized tests are closely linked to the modern life in several domains such as education and occupation.
On the trend of DA, Latolf and Poehner (2008, as cited in Naeini & Duvail, 2012) propose two types of mediations including "interventionist DA" and "Interactionist DA" (p.
The second type includes "Budeff’s learning potential testing" or "test- train-test assessment" (Grigorenko & Sternberg, 1988, as cited in Caffrey, 2006, p.
As Caffrey (2006) mentions, this sort of assessment draws the learners’ attention to the difficulties, explaining the issues related to the difficulties, and consequently encouraging and praising the learners as a result of following this process.
Caffrey (2006) further states that this sort of assessment includes a test which is "a standardized dynamic instrument that measures processing abilities" (p."