analyzing the impact and opportunity of computer-based dynamic assessment on the development of understanding prepositions among iranian efl learners

The current study examines the effect of computerized dynamic assessment (c-da) on iranian efl learners’ prepositions. more specifically the aim of the study was to investigate the difference between dynamic and non-dynamic tests and to investigate how mediation works in terms of the learning potential scores of high and low achievers with the help of c-da. to this end, 30 learners of iran language institute (ili) at shiraz branch were selected from two intact elementary classes. they were randomly given two test formats. on the whole, the two groups were given the tests in the computerized format, one in the dynamic format and the other one in the non-dynamic format. to achieve the objectives, computer software was developed. the computerized test included 30 items and five hints presented for each item in case the learners could not answer the item correctly. analysis of findings showed that the computerized dynamic test had a positively important impact on the development of students’ knowledge of prepositions and getting some information about their learning potential. it was further determined that the utilization of computerized dynamic assessment may simultaneously lead to the enhancement of learners' ability, thereby providing educators with a clear picture of learners' potential for learning. given the significance of c-da in revealing learners’ learning potential score (lps), the findings of the study have significant implications for educators, as they can use these findings to design distinct individualized learning programs that address the learning requirements and capabilities of their students.