چکیده (انگلیسی):

Research into language assessment is central to any agenda that seeks to address the problems of language
teaching and learning. A great deal of research in language testing has developed the technical aspects measuring
language ability for the purpose of making decisions about individuals, as well as evaluating language programs. This
research aimed to investigate the effect of Dynamic-Assessment (DA) on the development of passive vocabulary as a
component of English as a foreign language (EFL). To this end, Iranian Intermediate language learners attended in this
study. The sample of the study consisted of 60 students. For choosing a homogenous group, a sample of PET as
proficiency test with 60 items which included reading and listening sections were used to determine the learners’ level of
proficiency. Then they were randomly assigned into two groups. For the application of the program, an experimental
group and a control group were involved in the study. The study was conducted during 10 sessions. The data were
gathered from 60 learners, 32 in the experimental group (EG) and 28 in the control group (CG). Dynamic-Assessment
process was used in the EG and Non-Dynamic Assessment or Traditional Assessment plan was used in the CG. The
results showed that there was a significant difference between the results obtained from EG and CG. In conclusion, this
study which was an attempt to passive vocabulary development showed that learners would benefit from the inclusion
of DA and it is more effective than the traditional method of vocabulary assessment in order to develop students’
passive vocabulary knowledge.