Azam Akrami, Dr. Behzad Ghonsooly & Pouria Mohammad Alami,

 Imam Reza International University, Iran

 

Within the current pedagogical system there seems to be an arbitrary distinction between instruction and assessment, and instruction commonly takes precedence over assessment procedure. This duality has led to a number of researches in education, collectively characterized as dynamic assessment (DA). DA notionshave generally derived from Vygotskey’s sociocultural theory, and its concept of ZPD. Through bringing two procedures (instruction and assessment) into closer nexus, DA researchers investigate learners` independent abilities as well as potential development. Utilizing DA approaches, the present study sought to construct and validate an open-ended computer-based translation test instrument to provide more accurate diagnostic information of the learners` translation competence to be applied for their subsequent instructional supports. It was also attempted to design a systematic translation test to enhance and modify individuals` performance, by providing relevant preset mediations during the assessment procedure. The results indicated that the newly-made test instrument was not merely proved to have the potential to diagnose the translation trainees` abilities, presenting a numeric set of information (dynamic scores, non-dynamic scores, LPS) as well as descriptive information (individuals` profiles), but it was also able to significantly develop the translation abilities of the test takers during the assessment procedure (instructional objectives).

 

The above abstract is part  of the article which was accepted at The First International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR) & The Third National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 2-3 February 2017 , Iran-Ahwaz.