Intan Choirunisa S

K2217046

Introduction
In teaching language there are many methods that can be used by teacher, one of the
method is Dynamic Assesment. Dynamic Assessment (hereinafter referred to as DA) is
basically based on the mediation theory and Vygotsky's zone of proximal development
(Aghaebrahimian, et al, 2014). Dynamic assessment (DA) offers a view of monistic assessment
and instruction and focuses on developing abilities through intervention (standard mediation)
and interaction (flexible mediation) (Ebadi & Rahimi, 2019). The biggest difference between
dynamic assessment and conventional testing, or what is often referred to in the literature as a
static assessment, it can be seen from the product to the process orientation related to testing
(Cotrus & Stanciu, 2014). The application of dynamic assessment in Indonesia is currently very
rare or almost no one uses this method.
Online Dynamic Assessment is the focus of this research, it combine the Dynamic
Assessment method using online/digital (Google Docs) to facilitate. Today, in Indonesia e-
learning / web-based learning is a new concern in the teaching process. In this era it is important
to use technology in our lives, not only for communication or entertainment but we can also
use it as a teaching tool. This can be seen with the launch of the SPADA by the Indonesian
Research and Technology Ministry which aims to support the online-based learning process.
Aghaebrahimian, et al (2014) has conducted research on the Dynamic Assessment of
writing skills in advanced EFL Iranian learners. Their research is related to the issue of this
research, both of them are analyze the same concept, skill, and participant. There are another
research that imply the DA in academic writing, but there are some gaps in it. Anton (2009),
for example, shows that DA provides an in-depth description of the actual writing skills and
emergence of language students, which then through individual instruction discusses the
learning needs of students. Nevertheless, she did not include mediation questions initiated by
students in her study. In addition, a number of studies have discussed the impact of online DA
on academic writing skills (Ebadi & Rahimi, 2019). Shrestha and Coffin (2012), for example,
revealed that DA online developed undergraduate student academic papers; However, they did
not discuss the task of transcendence (TR) in their study, which assessed the cognitive abilities
of students beyond the demands of the assignment at DA.
This research has aim to know the impact of Dynamic Assessment on EFL learners’
essay writing ability, by using this research we can analyze the effect of the Dynamic
Assesment show the sustainability of academic writing skills developed by students. In
addition, the attitudes and perceptions of EFL students on the effect of online dynamic
assessment using Google Docs on academic writing skills are explored (Ebadi & Rahimi,
2019).
References

Aghaebrahimian, A ., Rahimirad, M ., Ahmadi, A ., & Alamdari, J. K. (2014). Dynamic

Assessment of Writing Skill in Advanced EFL Iranian Learners. Procedia - Social and
Behavioral Science, 98. 60-67.

Ebadi, S ., & Rahimi, M. (2019). Mediating EFL Learners’ Academic Writing Skills in
Online Dynamic Assessment using Google Docs. Computer Assisted Language Learning,

Cortrus, A ., & Stanciu, C. (2014). A study on dynamic assessment techniques, as a

method of obtaining a high level of learning potential, untapped by conventional assessment.
Procedia - Social and Behavioral Sciences, 116. 2616 – 2619.

Antón, M. (2009). Dynamic assessment of advanced second language learners. Foreign

Language Annals, 42, 576–598.
Shrestha, P., & Coffin, C. (2012). Dynamic assessment, tutor mediation and academic
writing development. Assessing Writing, 17, 55–70.