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The present study intends to investigate the effect of dynamic assessment (DA) on EFL learners' grammar knowledge. Based on Murphy, DA originates with the workings of the Russian psychologist and its basis is rooted in his outstanding concept of the zone of proximal development (2008). Embedding instruction and assessment through mediation, DA distinguishes learning potential and promotes development in relation to this potential (Lantolf, 2009, p.360). This study inspects the difference between applying dynamic and non-dynamic (static) assessment of Third Grade Secondary School EFL learners' grammar achievement. Therefore, 86 male and female participants (in segregated groups) were investigated to explore the purpose of the study. The consequences of applying DA on both female and male learners, i.e. an experimental and a control group for each gender, were discovered through the current research. First, a pre-test, then a post-test (it was the same as the pre-test) were administered to the applicants to show the possible changes after a period of six mediated sessions. The outcomes of the study presented that dynamic assessment had a significant improvement in participants' grammar achievement.

The Effect of Dynamic Assessment on Grammar Achievement of Iranian Third Grade Secondary School EFL Learners