on the application and applicability of dynamic and summative assessment in efl classrooms: the case of iranian efl teachers

Dynamic assessment (da) is an approach to assessment and instruction, derived from vygotsky’s theory of the zone of proximal development (zpd). despite a body of research on the promising effects of da and its different types (computerized dynamic assessment, group dynamic assessment), the studies have not yet fully confirmed their fruitfulness and applicability as the most frequently used assessment type in the iranian efl context is still summative assessment. to this end, this study explored iranian efl teachers’ level of familiarity with da and their ideas regarding the application and usefulness of da in the iranian context. in this qualitative study, 50 iranian english teachers were selected and asked to complete an online open-ended questionnaire. moreover, 20 teachers were involved in writing narratives on the use and usefulness of da as being compared with summative assessment. content and thematic analysis of the responses, using frequency counts and descriptive statistics, revealed that the majority of iranian english teachers were familiar with da and applied it in their classrooms. regarding the different types of da, the most employed one was gda, and they considered one-to-one da time-consuming and sometimes not practical. they also claimed that gda was the necessary part of their teaching practices; however, they considered summative assessment more formal and an integral part of the students’ final evaluation. they considered da as a feedback method and teaching technique, not to be used for formal assessment. hence, efl instructors were highly recommended to critically reflect on their classroom-based assessment and rely more on da to make more active, informed, and fair decisions regarding their students’ abilities or performance and further consider the influence of sociocultural, socio-political, democratic, situational, and ideological factors in the application of da which was placed in contrast with the conventional psychometrically-driven assessment system.

On the Application and Applicability of Dynamic and Summative Assessment in EFL Classrooms: The Case of Iranian EFL Teachers

Dynamic assessment (DA) is an approach to assessment and instruction, derived from Vygotsky’s theory of the Zone of Proximal Development (ZPD). Despite a body of research on the promising effects of DA and its different types (computerized dynamic assessment, group dynamic assessment), the studies have not yet fully confirmed their fruitfulness and applicability as the most frequently used assessment type in the Iranian EFL context is still summative assessment. To this end, this study explored Iranian EFL teachers’ level of familiarity with DA and their ideas regarding the application and usefulness of DA in the Iranian context. In this qualitative study, 50 Iranian English teachers were selected and asked to complete an online open-ended questionnaire. Moreover, 20 teachers were involved in writing narratives on the use and usefulness of DA as being compared with summative assessment. Content and thematic analysis of the responses, using frequency counts and descriptive statistics, revealed that the majority of Iranian English teachers were familiar with DA and applied it in their classrooms. Regarding the different types of DA, the most employed one was GDA, and they considered one-to-one DA time-consuming and sometimes not practical. They also claimed that GDA was the necessary part of their teaching practices; however, they considered summative assessment more formal and an integral part of the students’ final evaluation. They considered DA as a feedback method and teaching technique, not to be used for formal assessment. Hence, EFL instructors were highly recommended to critically reflect on their classroom-based assessment and rely more on DA to make more active, informed, and fair decisions regarding their students’ abilities or performance and further consider the influence of sociocultural, socio-political, democratic, situational, and ideological factors in the application of DA which was placed in contrast with the conventional psychometrically-driven assessment system.