The Dynamic Assessment of Reading Comprehension: An Exploration of EFL Teacher’s Perception and Practice

References

Ableeva R. (2008). The effects of dynamic assessment on L2 listening comprehension.  In J.P. Lantolf & M. Poehner (Eds.), Socio-cultural theory and the teaching of second languages (pp. 57-86). Equinox Press. 

Ajideh, P., Farrokhi, F., & Nourdad, N. (2008). Dynamic assessment of EFL reading: Revealing hidden aspects at different proficiency levels. World Journal of Education, 2(4), 102-130.

Alavi, M., Kaivanpanah, S., & Shabani, K. (2011). Group dynamic assessment: An inventory of mediational strategies for teaching listening. Journal of Teaching Language Skills, 30(4), 27-58.

Alliance for Excellent Education. (2011). The high cost of high school dropouts: What the nation pays for inadequate high schools. Issue Brief: Washington DC.

Antón, M. (2003, March). Dynamic assessment of advanced foreign language learners. Paper presented at the American Association of Applied Linguistics, Washington, US.

Antón, M. (2009). Dynamic assessment of advanced second language learners. Foreign Language Annals, 42(3), 576-598.

Birjandi, P., & Alemi, M. (2010). The impact of test anxiety on test performance among Iranian EFL learners. Broad Research in Artificial Intelligence and Neuroscience, 1(4), 44-58.

Birjandi, P., & Tamjid, N. H. (2010). The role of self-assessment in promoting Iranian EFL learners’ motivation. English Language Teaching, 3(3), 211-225.

Birjandi, P., Estaji, M., & Deyhim, T. (2013). The impact of dynamic assessment on reading comprehension and metacognitive awareness of reading strategy use in Iranian high school learners. Iranian Journal of Language Testing, 3(2), 60-77.

Borg, S. (2006). Teacher cognition and teacher education: Research and practice. Continuum.

Brown, A., & Campione, J. (1990). Communities of learning and thinking, or a context by any other name. In D. Kuhn (Ed.), Developmental perspectives on teaching and learning thinking skills: Contributions to human development (Vol. 21, pp. 108–126). Karger.

Burkšaitienė, N., & Teresevičienė, M. (2008). Integrating alternative learning and assessment in a course of English for law students. Assessment & Evaluation in Higher Education, 33(2), 155-166.

Burton, V. J., & Watkins, R. V. (2007). Measuring word learning: Dynamic versus static assessment of kindergarten vocabulary. Journal of Communication Disorders, 40(5), 335-356.

Caffrey, E., Fuchs, D., & Fuchs, L. S. (2008). The predictive validity of dynamic assessment: A review. The Journal of Special Education, 41(4), 254-270.

Camilleri, B., & Botting, N. (2013). Beyond static assessment of children's receptive vocabulary: the dynamic assessment of word learning (DAWL). International Journal of Language and Communication Disorders, 48(5), 565-581.

Coyne, M. D., & Harn, B. A. (2006). Promoting beginning reading success through meaningful assessment of early literacy skills. Psychology in the Schools, 43(1), 33-43.

Davin, K. J. (2011). Group dynamic assessment in an early foreign language learning program: Tracking movement through the zone of proximal development (Doctoral dissertation). University of Pittsburgh, Pennsylvania, US.

Davin, K. J. (2013). Integration of dynamic assessment and instructional conversations to promote development and improve assessment in the language classroom. Language Teaching Research, 17(3), 303-322.

Davin, K. J., & Donato, R. (2013). Student collaboration and teacher‐directed classroom dynamic assessment: A complementary pairing. Foreign Language Annals, 46(1), 5-22.

Duff, P. A. (2008). How to carry out case study research. Research methods in second language acquisition: A Practical Guide, 95-116.

Elliott, J. (2003). Dynamic assessment in educational settings: Realising potential. Educational Review, 55(1), 15-32.

Fang, Z. (1996). Illustrations, text, and the child reader: what are pictures in children's storybooks for? Reading Horizons, 37(2), 3-17.

Feuerstein, R., Rand, Y., & Rynders, J. E. (1988). The learning potential assessment device. In R. Feuerstein, Y. Rand, & J.E. Rynders (Eds.), Don’t accept me as I am (pp. 191-207). Springer.

Feuerstein, R., Rand, Y., Jensen, MR, Kaniel, S., & Tzuriel, D. (1987). Prerequisites for assessment of learning potential: The LPAD model. In C.S. Lidz (Ed.), Dynamic assessment: An interactional approach to evaluating learning potential (pp. 35-51). Guilford Press.

Fuchs, D., Compton, D. L., Fuchs, L. S., Bouton, B., & Caffrey, E. (2011). The construct and predictive validity of a dynamic assessment of young children learning to read: Implications for RTI frameworks. Journal of Learning Disabilities, 44(4), 339-347.

Fullan, M. (2001). The new meaning of educational change. Routledge.

Fullan, M., Cuttress, C., & Kilcher, A. (2005). Eight forces for leaders of change. Journal of Staff Development, 26(4), 54- 67.

Grigorenko, E. L. (2009). Dynamic assessment and response to intervention: Two sides of one coin. Journal of Learning Disabilities, 42(2), 111-132.

Grigorenko, E. L., & Sternberg, R. J. (1998). Dynamic testing. Psychological Bulletin, 124(1), 75,221-238.

Guskey, T.R. (2000). Evaluating Professional Development. Corwin Press.

Hamilton, S. (2014). Are traditional assessment methods appropriate in contemporary Higher Education? A BPP Learning and Teaching Working Paper.

Haywood, H. C., & Tzuriel, D. (2002). Applications and challenges in dynamic assessment. Peabody Journal of Education, 77(2), 40-63.

Hidri, S. (2014). Developing and evaluating a dynamic assessment of listening comprehension in an EFL context. Language Testing in Asia, 4(1), 4- 18.

Kalyuga, S., & Sweller, J. (2005). Rapid dynamic assessment of expertise to improve the efficiency of adaptive e-learning. Educational Technology Research and Development, 53(3), 83-93.

Karimi, M. N., & Shafiee, Z. (2014). Iranian EFL teachers' perceptions of dynamic assessment: Exploring the role of education and length of service. Australian Journal of Teacher Education, 39(8), 9-26.

Karpov, Y. V., & Tzuriel, D. (2009). Dynamic assessment: Progress, problems, and prospects. Journal of Cognitive Education and Psychology, 8(3), 228-237.

Kozulin, A. (1998). Psychological tools: A sociocultural approach to education. Harvard University Press.

Kozulin, A. (2001). Interface between Vygotskian and mediated learning experience paradigms in teacher training. In R. Feuerstein, R.A Feuerstein & A. Kozulin (Eds.), Mediated learning experience in teaching and counseling. ICELP.

Kozulin, A. and Grab, E. (2002). Dynamic assessment of EFL text comprehension. School Psychology International. 23 (1), 112–127.

Kozulin, A., & Garb, E. (2004). Dynamic assessment of literacy: English as a third language. European Journal of Psychology of Education, 19(1), 65-83.

Kozulin, A., & Presseisen, B. Z. (1995). Mediated learning experience and psychological tools: Vygotsky's and Feuerstein's perspectives in a study of student learning. Educational Psychologist, 30(2), 67-75.

Kramsch, C. (2004). Language, thought, and culture. The handbook of applied linguistics. Wiley.

Lantolf, J. P. (2009). Dynamic assessment: The dialectic integration of instruction and assessment. Language Teaching, 42(3), 355-368.

Lantolf, J. P. (2009). Knowledge of language in foreign language teacher education. The Modern Language Journal, 93(2), 270-274.

Lantolf, J. P., & Poehner, M. E. (2004). Dynamic assessment of L2 development: Bringing the past into the future. Journal of Applied Linguistics, 1(1), 23-47.

Lantolf, J. P., & Poehner, M. E. (2009). The artificial development of second language ability: A sociocultural approach. The new Handbook of Second Language Acquisition, 138-159.

Lantolf, J. P., & Poehner, M. E. (2011). Dynamic assessment in the classroom: Vygotskian praxis for second language development. Language Teaching Research, 15(1), 11-33.

Leung, C. (2007). Dynamic assessment: Assessment for and as teaching?. Language Assessment Quarterly, 4(3), 257-278.

Lidz, C. S. (1991). Practitioner's guide to dynamic assessment. Guilford Press.

Lidz, C. S. (1995). Dynamic assessment and the legacy of LS Vygotsky. School Psychology International, 16(2), 143-153.

Lidz, C. S. (Ed.). (1987). Dynamic assessment: An interactional approach to evaluating learning potential. Guilford Press.

Lidz, C. S., & Elliott, J. (Eds.). (2000). Dynamic assessment: Prevailing models and applications. Jai.

Lidz, C. S., & Gindis, B. (2003). Dynamic assessment of the evolving cognitive functions in children. In A. Kozulin, B. Gindis, V.S. Ageyev, & S.M. Miller (Eds), Vygotsky’s educational theory in cultural context (pp. 99-116). Cambridge.

Malone, M.E. (2008). Training in language assessment. In E. Shohamy & N.H. Hornberger (Eds.), Encyclopedia of language and education: Language testing and assessment (pp. 225–239). Springer.

Mandell, L. (1999), Our Vulnerable Youth: The Financial Literacy of American 12th Graders: A Failure by Any Measure, Credit Union Magazine, 65 (1), 4A–6A.

Mardani, M., & Tavakoli, M. (2011). Beyond reading comprehension: The effect of adding a dynamic assessment component on EFL reading comprehension. Journal of Language Teaching and Research, 2(3), 688-702.

McKeown, M. G., Beck, I. L., & Blake, R. G. (2009). Rethinking reading comprehension instruction: A comparison of instruction for strategies and content approaches. Reading Research Quarterly, 44(3), 218-253.

Meihami, H., & Meihami, B. (2014). An overview of dynamic assessment in the language classroom. International Letters of Social and Humanistic Sciences, 5(1), 35-43.

Mojarrad, H., Hemmati, F., Jafari Gohar, M., & Sadeghi, A. (2013). Computer-based assessment (CBA) vs. Paper/pencil-based assessment (PPBA): An investigation into the performance and attitude of Iranian EFL learners' reading comprehension. International Journal of Language Learning and Applied Linguistics World, 4(4), 418-428.

Naeini, J., & Duvall, E. (2012). Dynamic assessment and the impact on English language learners' reading comprehension performance. Language Testing in Asia, 2(2), 22-38.

Nasiri, M., & Khorshidi, S. (2015). Dynamic assessment of formulaic sequences in Iranian EFL learners’ writing. International Journal of Language and Applied Linguistics, 1, 26-32.

Nazari, A. (2017). Dynamic assessment in higher education English language classes: A lecturer perspective. The Journal of Language Learning and Teaching, 7(1), 100-118.

Nazari, B., & Mansouri, S. (2014). Dynamic assessment versus static assessment: A study of reading comprehension ability in Iranian EFL learners. Journal of Language and Linguistic Studies, 10(2), 134-156.

Phakiti, A. (2003). A closer look at the relationship of cognitive and metacognitive strategy use to EFL reading achievement test performance. Language Testing, 20(1), 26-56.

Poehner, M. E. (2005). Dynamic assessment of oral proficiency among advanced L2 learners of French. Unpublished dissertation. Pennsylvania State University, University Park.

Poehner, M. E. (2007). Beyond the test: L2 dynamic assessment and the transcendence of mediated learning. The Modern Language Journal, 91(3), 323-340.

Poehner, M. E. (2008). Dynamic assessment: A Vygotskian approach to understanding and promoting L2 development (Vol. 9). Springer Science & Business Media.

Poehner, M. E. (2009). Dynamic assessment as a dialectical framework for classroom activity: Evidence from second language (L2) learners. Journal of Cognitive Education and Psychology, 8(3), 252-268.

Poehner, M. E. (2009). Group dynamic assessment: Mediation for the L2 classroom. TESOL Quarterly, 43(3), 471-491.

Poehner, M. E., & Lantolf, J. P. (2005). Dynamic assessment in the language classroom. Language Teaching Research, 9(3), 233-265.

Poehner, M. E., & Lantolf, J. P. (2007). Language proficiency or symbolic capability: A dialectical perspective. CALPER Working Paper Series.

Poehner, M. E., & Lantolf, J. P. (2010). Vygotsky's teaching-assessment dialectic and L2 education: The case for dynamic assessment. Mind, Culture, and Activity, 17(4), 312-330.

Poehner, M. E., & Rea-Dickins, P. (Eds.). (2014). Addressing issues of access and fairness in education through dynamic assessment. Routledge.

Poehner, M. E., & van Compernolle, R. A. (2011). Frames of interaction in dynamic assessment: Developmental diagnoses of second language learning. Assessment in Education: Principles, Policy & Practice, 18(2), 183-198.

Poehner, M. E., Zhang, J., & Lu, X. (2015). Computerized dynamic assessment (C-DA): Diagnosing L2 development according to learner responsiveness to mediation. Language Testing, 32(3), 337-357.

Rajablou, F., & Shirvan, M. E. (2017). Iranian English Language Learners’ Attitude towards their accent in English language: An ecological approach. Englishes in Practice, 4(1), 1-30.

Razmjoo, S. A., & Riazi, A. M. (2006). Is communicative language teaching practical in the expanding circle. Journal of Language and Learning, 4(2), 144-171.

Richards, J. C. (1998). Extensive reading in the second language classroom. CUP.

Riedinger, B. (2006). Mining for meaning: teaching students how to reflect. In A. Jafari, & C. Kaufman (Eds.), Handbook of research on ePortfolios (pp. 90–101). Idea

Sadeghi, K., & Khanahmadi, F. (2011). Dynamic assessment of L2 grammar of Iranian EFL learners: the role of mediate learning experience. International Journal of Academic Research, 3(2),12- 29.

Shirbagi, N. (2010). An Exploration of Undergraduate Students' Motivation and Attitudes towards English Language Acquisition. Journal of Behavioural Sciences, 20(2), 123-136.

Shohamy, E. (2005). The power of tests over teachers: The power of teachers over tests. Second Language Teacher Education: International Perspectives, 101-111.

Shohamy, E., Inbar-Lourie, O., & Poehner, M. (2008). Investigating assessment perceptions and practices in the advanced foreign language classroom. Report, 1108.

Shrestha, P., & Coffin, C. (2012). Dynamic assessment, tutor mediation and academic writing development. Assessing Writing, 17(1), 55-70.

Sidek, H. M. (2012). EFL Reading Instruction: Communicative Task-Based Approach. Online Submission, 5(2), 109-128.

Sternberg, R. J., & Grigorenko, E. L. (2002). Dynamic testing: The nature and measurement of learning potential. Cambridge: Cambridge university press.

Tamjid, N. H., & Birjandi, P. (2011). Fostering learner autonomy through self- and peer- assessment. International Journal of Academic Research, 3(5), 32-46.

Toglia, J. P. (2005). A dynamic interactional approach to cognitive rehabilitation. Cognition and Occupation across the Life Span: Models for Intervention in Occupational Therapy, 2, 29-72.

Toglia, J., & Cermak, S. A. (2009). Dynamic assessment and prediction of learning potential in clients with unilateral neglect. The American Journal of Occupational Therapy, 63(5), 569- 580.

Tzuriel, D. (2000). Dynamic assessment of young children: Educational and intervention perspectives. Educational Psychology Review, 12(4), 385-435.

Tzuriel, D., & Kaufman, R. (1999). Mediated learning and cognitive modifiability: Dynamic assessment of young Ethiopian immigrant children to Israel. Journal of Cross-Cultural Psychology, 30(3), 359-380.

Tzuriel, D., & Samuels, M. T. (2000). Dynamic assessment of learning potential: inter-rater reliability of deficient cognitive functions, types of mediation, and non-intellective factors. Journal of Cognitive Education and Psychology, 1(1), 40-64.

Vygotsky, L. (1978). Interaction between learning and development. Readings on the Development of Children, 23(3), 34-41.

Vygotsky, L. (1987). Zone of proximal development. Mind in Society: The Development of Higher Psychological Processes, 5291, 157.

Vygotsky, L. S., & Luria, A. (1994). Tool and symbol in child development. In R. van der Veer & J. Valsiner (Eds.), The Vygotsky reader (pp. 99–174). Blackwell.

Vygotsky, L. S. (1984). The social formation of mind. Silo Paulo: Martins Fontes.

Vygotsky, L. S. (2004). Imagination and creativity in childhood. Journal of Russian & East European Psychology, 42(1), 7-97.

Xiaoxiao, L., & Yan, L. (2010). A case study of dynamic assessment in EFL process writing. Chinese Journal of Applied Linguistics, 33(1), 24-40.

Zoghi, M., & Malmeer, E. (2013). The Effect of Dynamic Assessment on EFL Learners' Intrinsic Motivation. Journal of Language Teaching & Research, 4(3), 120- 136.

Zohrabi, M., Torabi, M. A., & Baybourdiani, P. (2012). Teacher-centered and/or student-centered learning: English language in Iran. English Language and Literature Studies, 2(3), 18-38.