چکیده:
Derived from the emerging paradigm shift in English language teaching and assessment, there has been a renewal of interest in dynamic assessment (DA) to be used as an alternative to the traditional static testing in language classrooms. However, to date, DA practice has been mostly limited to clinical treatments of children with learning disabilities, and it has not been widely incorporated into the EFL contexts. In order to find out the reasons behind the slow trend of DA practice, this research adopted a framework, based on the post method pedagogical principles and recommendations, to delve into the prospect of methodological realization of DA approaches in Iranian EFL classrooms. To this end, two instruments, a questionnaire and an interview were developed to explore the practicality of DA through seeking 51 Iranian EFL teachers' perception of DA practice in their classrooms. The results indicated that most of the teachers were negative about the practice of DA in their classrooms and believed that a full-fledged implementation of DA in Iranian EFL classrooms is too demanding. The feasibility of DA in Iranian EFL classrooms, where teachers are deprived of DA training, guideline, and technological resources, is questioned seriously due to the factors such as time-constrained nature of DA procedures, large number of students in EFL classrooms, the common practice of static tests as the mainstream, and overreliance on the teachers' teaching and assessment abilities. The paper suggests the framework of inquiry in this study,1 Corresponding Author. Email: shagiir2008@gmail.com
خلاصه ماشینی:
"However, the researcher believes that before any large-scale application of DA in EFL classrooms, on the basis of the recommendations and principles in the post method pedagogy (Kumaravadivelu, 2006), the context in which it is to be implemented should be studied closely; there seems to be a missing link between theoretical claims behind DA and practical realization of this alternative assessment in language classrooms.
8% Managing the time to interact and work with every individual student 18% 35% 37% 10% --- Managing the time to integrate teaching with assessment 9% 13% 49% 29% … Managing the available resources 10 such as pair-work, group work, etc 26% 25% 32% 13% 4% to have students help each other Utilizing the computer-assisted 11 instruction and other technological 4% 40% 44% 9% 3% tools in scaffolding students Determining students' learning potential 17% 22% 47% 9% 5% Administering several tests to measure students' ability to extend 13 their knowledge and skills to new situations 20% 41% 34% 3% 2% passing or failing students on the basis of the DA results 23% 29% 40% 7% 1% Replacing the current practice of static tests with DA 26% 43% 25% 6% ---- Interview In response to Question 1 in the interview, regarding whether Iranian EFL teachers are familiar enough to practice DA in their classrooms, all the participants unanimously asserted that such familiarity is confined to the academic settings and teachers at schools and institutes have not received any specific training in this regard."