Mowla MİRİ, Goudarz ALİBAKHSHİ, Ali KUSHKİ, Peyman Salehpour BAVARSAD

Going beyond One-to-One Mediation in Zone of Proximal Development (ZPD): Concurrent and Cumulative Group Dynamic Assessment

This paper reports on a study delving into the efficiency of two types of Group-Dynamic Assessment (GDA,concurrent and cumulative) in teaching English articles. To this aim, two intact classes of thirdgradehigh school students were included in the study and randomly assigned to Cumulative G-DA (n=34) and Concurrent G-DA (n= 33) groups. The homogeneity of the classes was determined and theirknowledge of articles, prior to and after the treatment, was measured by administering two parallel clozetests. G-DA sessions lasted for three sessions, during which both groups worked on three editing tasks onarticles according to the operational definitions proposed by Poehner (2009) for G-DA procedures. Resultsof the study revealed that both types of G-DA increased gains in learning articles. Additionally, it cameto light that the concurrent group outperformed the cumulative one. The results are discussed in the light of the tenets of sociocultural theory

Keywords:

Dynamic Assessment; Group Dynamic Assessment (G-DA); Concurrent and Cumulative GDA; Sociocultural Theory,

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