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This study aimed to investigate the dynamic assessment of writing proficiency in Iranian English learnersˊ writing ability in transcendence tasks based on Vygotskian perspective. The questions which this research intended to answer were: 1) Does dynamic assessment affect Iranian English learners’ writing ability? 2) Do the results of dynamic Assessment differ from the results of a non – dynamic assessment? 3) If learners progress, are they able to maintain their improved performance in the transcendence tasks when the assessment context changes? To answer the questions, 60 learners were selected following an Oxford Placement Test, and then randomly divided into two groups, experimental and control. The experimental group received dynamic assessment based instruction while control group received a non-dynamic writing instruction. After eight sessions, both groups were post tested and underwent a static and a dynamic assessment. The results indicated the outperformance of the experimental group over the control one. After two weeks, the experimental group undertook two transcendence tasks in order to trace their growing proficiency in more difficult and to increase innovative tasks. Moreover, upon analyzing the protocols, an inventory of meditational moves was detected as a posterior. As the result, the study suggests the use of dynamic assessment as a development-oriented procedure to diagnose and develop the learnersˊ emerging abilities.

Dynamic assessment of writing ability in transcendence tasks based on Vygotskian perspective