The Effect of Dynamic Assessment on EFL Reading Comprehension in Different Proficiency Levels

摘要

The present study aimed at investigating the effect of dynamic assessment on EFL learners' reading comprehension in different proficiency levels. 197 Iranian university students participated in six groups of this study. The design of the research was quasi-experimental. The results of MANOVA test revealed that while dynamic assessment had improving immediate and delayed effect on reading comprehension of learners in all proficiency levels the proficiency groups did not differ significantly in their taking advantage of this kind of assessment.