The research on flipped classroom of college English is experiencing transition from the theoretical phase to the practical phase. In this new classroom teaching mode, traditional non-dynamic teaching assessment is no longer applicable. This study puts forward the hypothesis of applying dynamic assessment to flipped classroom, and analyzes theoretically the feasibility of applying dynamic assessment to flipped classroom from three aspects: teacher's role, learner's status and teaching mode. The result of this study proves that dynamic assessment is a suitable way of teaching assessment for flipped classroom of college English, but we still need further empirical research to examine the specific application of dynamic assessment in flipping classrooms.
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