Group Dynamic Assessment (G-DA): The Case for the Development of Control over the Past Tense

Ehsan Mehri, Majid Amerian


The introduction of dynamic assessment within sociocultural theory opened a new door toward looking at the relationship between the teaching and assessment. The dialectic relationship between the two processes provides previously unfound information regarding the assessment and the development of the learners. However, the implementation of the interactionist dynamic assessment has carried some difficulties in class in general and the groups in particular. The current study tries to address the effect of group dynamic assessment on the development of the control over the past tense; therefore, it is two-folded in the aim. Not only does it work as a practical sample of group dynamic assessment in class, but also it seeks to analyze its effect on the development of control over the past tense. To this end, three learners at the levels of elementary, low-intermediate, and intermediate general proficiency were asked to read a novel and retell the story. The dynamic intervention provided by the teacher during the story retelling was later evaluated in the transcendence tasks of writing. The Friedman test indicated that the three learners had significant development in their control over the past tense in their writing. Moreover, the qualitative analysis of the interactions suggests that the learners changed their role from the mere receivers of the teacher's mediator into the active providers of mediation to other group members. Also, they developed their understanding of the concept of the past tense through implementing it in transcendence tasks of writing.


Sociocultural theory; dynamic assessment; group dynamic assessment; zone of proximal development; interaction

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