Abstract
The focus of this study was on the design, administration and scoring of dynamic assessment of English tag questions. Dynamic assessment involves offering mediation to help learners develop and perform beyond their level of independent functioning. It is based on learner modifiability for improved performance. This study included a single case analysis of one beginner L2 English learner. Student's first answers were recorded as the student's grammar static score. If her answers were wrong, mediations from most implicit to most explicit were given, and the results were used as mediated scores and also a learning potential score, which may be used as a predictor of readiness to benefit from further instruction, was recorded. Analysis of the results showed that there was a significant difference in her knowledge of tag questions. The findings can help EFL practitioners design more effective grammar tests and make more accurate decisions about learners’ achievement.
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