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1	Dynamic Assessment of receptive vocabulary and phonology of preschool children with German as a second language ...
	Maragkaki, Ilektra. - : Université de Genève, 2021
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2	A system of classifying and measuring personality, emotion, and behaviour
	Mobbs, Anthony Eric Drayton. - : Sydney, Australia : Macquarie University, 2021
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3	Introducing Dynamic Testing to Teachers in Malaysia: An Experimental Investigation of Its Effects on Teachers’ Beliefs and Practices about Assessment
	YUSUP, RUSILAH. - 2021
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4	Dynamic Assessment of receptive vocabulary and phonology of preschool children with German as a second language
	Maragkaki, Ilektra. - : Université de Genève, 2021
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5	DOSE RELEVANCE IN DYNAMIC ASSESSMENT AND SUBSEQUENT LANGUAGE INTERVENTIONS OF BILINGUAL POPULATIONS DELIVERED THROUGH TELETHERPAY
	Oetzel, Alysh
	In: Theses (2021)
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6	Применение динамического оценивания при изучении лексики на уроках английского языка : магистерская диссертация ; Implementing Dynamic Assessment in vocabulary learning in English lessons
	Ленкова, О. Г.; Lenkova, O. G.. - : б. и., 2021
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7	Concurrent Group-Dynamic Assessment of Intermediate EFL Learners’ Receptive and Productive Vocabulary Size
	Azari Noughabi, Mostafa; Mohammad Reza Amirian, Seyed; Zareian, Gholamreza
	In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 36, 2021, pags. 119-137 (2021)
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8	How Poetry Improves EFL Learners’ Vocabulary through Curriculum-based Dynamic Assessment
	Imron, Ali; Hantari, Winda Candra
	In: Metathesis: Journal of English Language, Literature, and Teaching; Vol 5, No 1 (2021): Metathesis: Journal of English Language, Literature, and Teaching; 1-10 ; 2580-2720 ; 2580-2712 ; 10.31002/metathesis.v5i1 (2021)
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9	Dynamic Assessment for Evaluating Bilingual Children's Potential for Language Development Over Time: a Pilot Study
	Perez, Camryn R.
	In: University Honors Theses (2020)
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10	Computerized Dynamic Assessment of Grammar in Second Language Development
	Randall, Tina S.
	In: Graduate Masters Theses (2020)
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11	The Effects of Dynamic Assessment on Reading Skill Performance: A Study of Indonesian EFL Learners
	Suherman, Andri
	In: Metathesis: Journal of English Language, Literature, and Teaching; Vol 4, No 2 (2020): Metathesis : Journal of English Language, Literature, and Teaching; 151-162 ; 2580-2720 ; 2580-2712 ; 10.31002/metathesis.v4i2 (2020)
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12	The Utility of Dynamic Assessment of Phonological Awareness for Bilingual Children in Singapore
	Yap, Dorcas Fen-Fung. - : eScholarship, University of California, 2018
	In: Yap, Dorcas Fen-Fung. (2018). The Utility of Dynamic Assessment of Phonological Awareness for Bilingual Children in Singapore. UC Berkeley: Education. Retrieved from: http://www.escholarship.org/uc/item/1kg9j39s (2018)
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13	Validity of a Dynamic Spanish Assessment of Phonological Awareness in Emergent Bilingual Children
	Wyman Chin, Kelsey R.. - : Digital Commons @ University of South Florida, 2018
	In: Graduate Theses and Dissertations (2018)
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14	Early Literacy Abilities in Spanish-English Emergent Bilingual Children from Varied Dialectal Backgrounds
	Mastrota, Antonietta. - : Digital Commons @ University of South Florida, 2018
	In: Graduate Theses and Dissertations (2018)
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15	Evaluación estática y dinámica de la conciencia fonológica y de las funciones ejecutivas como predictores del aprendizaje de la lectura: estudio comparativo en segundo curso de educación infantil.
	Martín Canales, Elisabet María. - 2018
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16	The Brief Executive Language Scale (BELS): A Novel Measure of Propositional Language
	Lucy Shi. - : The University of Queensland, School of Psychology, 2018
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17	The Brief Executive Language Scale (BELS): A Novel Measure of Propositional Language
	Lucy Shi. - : The University of Queensland, School of Psychology, 2018
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18	The Effect of Interventionist Classroom vs. MALL Dynamic Assessment on EFL Learners' Vocabulary Learning
	Amir Marzban; Fatemeh Nafarzadehnafari
	In: Applied Linguistics Research Journal, Vol 2, Iss 3, Pp 58-66 (2018) (2018)
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19	The Effect of Interventionist and Cumulative Group Dynamic Assessments on EFL Learners' Writing Accuracy
	Majid Tabatabaee; Maryam Alidoust; Amir Hossein Sarkeshikian
	In: Applied Linguistics Research Journal, Vol 2, Iss 1, Pp 1-11 (2018) (2018)
	Abstract: Group dynamic assessment grounded in Vygotsky's socio-cultural theory is believed to have the potential to provide a context for capturing a group of learners' Zone of Proximal Development (Poehner & Lantolf, 2010). The present study was conducted to compare the effects of interventionist dynamic, cumulative group dynamic, and static assessments on the grammatical accuracy of the EFL learners' narrative writing. The participants of the study were 75 female students studying in the third grade of high school. Employing a quasi-experimental research design, three groups of interventionist dynamic, cumulative group dynamic, and static assessments were formed. The researchers used some wordless picture-sequence prompts for narrative writings in the pre-test, treatment, and post-test sessions. After the pre-test, only the experimental groups received mediational support. All the control and experimental groups were treated the same in the pre- and post-test in a non-dynamic way (static assessment). The data obtained from both pre- and post-test were statistically analyzed by the one-way ANOVA. The results showed that cumulative group dynamic assessment had more effect on developing the EFL learners' accuracy in writing narrative paragraphs. The findings have implications for language teachers and material developers, and syllabus designers.
	Keyword: cumulative group; dynamic assessment; interventionist; Language and Literature; P; P1-1091; Philology. Linguistics; writing accuracy
	URL: https://doi.org/10.14744/alrj.2018.36854 https://doaj.org/article/2ee4366a221943acb7ca7ac38435354a
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20	The effect of dynamic assessment on L2 learners’ listening comprehension
	Roohani, Ali; Jam, Bashir; Yeganeh, Shiva...
	In: Bellaterra: journal of teaching and learning language and literature; Vol. 11, Núm. 4 (2018); p. 59-70 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 11, Núm. 4 (2018); p. 59-70 (2018)
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