Abstract
Language assessment is a vital part of the process of learning and teaching a foreign language. Language learners need to be provided with the best methods to measure how much they are acquiring the target language and to select the most authentic tasks of testing for them. As it has been recommended to use multiple assessment instead of traditional summative one where nothing is concerned except measurement of decontextualized tasks without interactive feedback, dynamic assessment has been used as a means to reinforce learning and to motivate students as well as enhance language teaching. Dynamic assessment, can be rooted on Socio-cultural theory (SCT) and Zone of Proximal Development (ZPD) by Vygotsky, as it allows for learning through interaction and mediation which indicates how beneficial it could be to utilize this method of assessment particularly through social media which is embedded nowadays with all of our daily tasks. Thus, this paper demonstrates the nature and effects of dynamic assessment as an influential method of assessing and maintaining the progress of language learners. Additionally, a comparison between dynamic assessment and static one is manifested. Besides, the theoretical background that supports this method is displayed. Moreover, how technology has been used effectively in language assessment and testing is illustrated. Furthermore, this paper presents implications and recommendations for further research regarding using social media to implement dynamic assessment in language learning which is considered the major goal of reviewing this literature. 
Highlights
Assessment is one of the most demanding aspects in education to be considered
The core idea of dynamic assessment (DA) is grounded in the term created by the Russian psychologist Lev Vygotsky (1980) in his social interactionalist approach, Zone of Proximal Development (ZPD)
Since the process of dynamic assessment involves a form of an active teaching and learning by perception, observation, and thinking; it can be possible to modify the cognitive functions of the learner as well as change the problem-solving patterns to accommodate with individual differences of learners
Summary
Assessment is one of the most demanding aspects in education to be considered. it is an essential part of any learning process as Gipps (1994) has demonstrated the possible goals of assessing the students in the educational courses that it supports teaching and learning, provides information about learners, teachers and schools, and acts as a selection and certificating device, as an accountability procedure. The traditional form of assessment has been used as an activity to recognize the learners’ current level of knowledge about language or their ability to use the language It measures how much students have obtained of what they have already learned in their courses which has been described by researchers as “static assessment”. This way of assessing can be considered a frustrating and isolated method of evaluating learners’ progress. It is a distorted approach to deal with in language assessment (Nazari, 2014) To modify such ways of assessing language learners, dynamic assessment has been adopted as a highly beneficial approach which can contribute extremely in enhancing language learning and teaching. Vol 14, No 8; 2021 assessment is concerned with measuring language learners’ performance through their interaction with a teacher or a more experienced peer
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