Ahangari, S., & Alizadeh, K. (2015). The reasoning towards using dynamic assessment in EFL (English as a foreign language) educational system in Iran. Modern Journal of Language Teaching Methods, 5(2), 534-540.
AlAmin, M., & Greenwood, J. (2018). The examination system in Bangladesh and its impact: On curriculum, students, teachers and society. Language Testing in Asia, 8(1), 1-18.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice Hall. https://doi:10.1186/s40468-018-0060-9
Bax, S. (1997). Roles for a teacher educator in context sensitive teacher education. ELT Journal, 51(3), 232– 241. https://doi:10.1093/elt/51.3.232
Bachman, L., & Palmer, A. (2010). Language assessment in practice. Oxford University Press.
Babaii, E., & Asadnia, F. (2019). A long walk to language assessment literacy: EFL teachers' reflection on language assessment research and practice. Reflective Practice, 20(6), 745-760. https://doi.org/10.1080/14623943.2019.1688779
Babaii, E., Molana, K., & Nazari, M. (2020). Contributions of assessment-related critical incidents to language teacher identity development. Innovation in Language Learning and Teaching, 1-16. https://doi.org/10.1080/17501229.2020.1824234
Bliem, C. L., & Davinroy, K. H. (1997). Teachers' beliefs about assessment and instruction in literacy. CSE technical report 421. University of California.
Borg, S., & Al-Busaidi, S. (2012). Teachers' beliefs and practices regarding learner autonomy. ELT Journal, 66(3), 283-292. https://doi.org/10.1093/elt/ccr065
Brown, G. T. L., Gebril, A., & Michaelides, M. P. (2019). Teachers' conceptions of assessment: A global phenomenon or a global localism. Frontiers in Education, 4, 1-13. https://doi.org/10.3389/feduc.2019.00016
Brookhart, S. M., Moss, C. M., & Long, B. A. (2010). Teacher enquiry into formative assessment practices in remedial reading classrooms. Assessment in Education: Principles, Policy & Practice, 17(1), 41–58. https://doi.org/10.1080/09695940903565545
Burhan-Horasanlı, E., & Ortaçtepe, D. (2016). Reflective practice-oriented online discussions: A study on EFL teachers' reflection-on, in and for-action. Teaching and Teacher Education, 59, 372-382. http://dx.doi.org/10.1016/j.tate.2016.07.002
Carney, J. J., & Cioffi, G. (1992). The dynamic assessment of reading abilities. International
Journal of Disability Development and Education, 39(2), 107-114. https://doi.org/10.1080/0156655920390203
Cheng, L. Rogers, T. & Hu, H. (2004). ESL/EFL instructors' classroom assessment practices: Purposes, methods, and procedures. Language Testing, 21(3), 360-389. https://doi.org/10.1191%2F0265532204lt288oa
Cohen, L., Manion, D., & Morrison, K. (2011). Research methods in Education (7th Ed.). Rutledge.
Coniam, D., & Falvey, P. (2013). Ten years on: The Hong Kong language proficiency assessment for teachers of English (LPATE). Language Testing, 30(1), 147–155. https://doi.org/10.1177%2F0265532212459485
Davison, C. (2004). The contradictory culture of teacher-based assessment: ESL teacher assessment practice in Australia and Hong Kong secondary schools. Language Testing, 21(3), 305–334. https://doi.org/10.1191%2F0265532204lt286oa
Dashti, S. M. (2019). EFL teachers' beliefs and practices about classroom assessment: A multiple case study in the context of Kuwait (Unpublished doctoral dissertation). Toronto, Ontario.
Ebadi, S., Vakilifard, A., & Bahramlou, K. (2018). Learning Persian vocabulary through reading: The effects of noticing and computerized dynamic assessment. Cogent Education, 5(1), 1–15. https://doi.org/10.1080/2331186X.2018.1507176
Es-hagi Sardrood, S. J. (2011). Dynamic assessment in Iranian EFL classrooms: A post-method enquiry. Journal of English Language Pedagogy and Practice, 4(2), 47-63.
Farrell, T. S. C. (2014). Reflective practice in ESL teacher development groups: From practices to principles. Palgrave Macmillan.
Firoozi, T., Razavipour, K., & Ahmadi, A. (2019). The language assessment literacy needs of Iranian EFL teachers with a focus on reformed assessment policies. Language Testing in Asia, 9(1), 1-14. https://doi.org/10.1186/s40468-019-0078-7
Gan, L., & Lam, R. (2020). Understanding university English instructors' assessment training needs in the Chinese context. Language Testing in Asia, 10(1), 1-18. https://doi.org/10.1186/s40468-020-00113-2
Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for
qualitative research. Aldine Transaction.
Guskey, T. R. (2000). Evaluating professional development. Corwin Press.
Hamilton, S. (2014). Are traditional assessment methods appropriate in contemporary higher education? https://www.bpp.com/delegate/r/content/contemporary-higher-education.pdf.
Hessels-Schlatter, C., & Hessels, M. G. (2009). Clarifying some issues in dynamic assessment: Comments on Karpov and Tzuriel. Journal of Cognitive Education and Psychology, 8(3), 246-251. http://doi 10.1891/1945–8959.8.3.246
Inbar-Lourie, O. (2008). Constructing a language assessment knowledge base: A focus on language assessment courses. Language Testing, 25(3), 385-402. http://doi.org/10.1177/0265532208090158
James, N. (2016). Using email interviews in qualitative educational research: Creating space to think and time to talk. International Journal of Qualitative Studies in Education, 29(2), 150-163. https://doi.org/10.1080/09518398.2015.1017848
Karimi, M. N., & Shafiee, Z. (2014). Iranian EFL teachers' perceptions of dynamic assessment: Exploring the role of education and length of service. Australian Journal of Teacher Education, 39(8), 143-162. http://dx.doi.org/10.14221/ajte.2014v39n8.10
Kirkpatrick, R., & Zang, Y. (2011). The negative influences of exam-oriented education on Chinese high school students: Backwash from classroom to child. Language Testing in Asia, 1(3), 1-10. https://doi.org/10.1186/2229-0443-1-3-36
Khader, F. R. (2012). Teachers' pedagogical beliefs and actual classroom practices in social studies instruction. American International Journal of Contemporary Research, 2(1), 73- 92.
Kumaravadivelu, B. (2003). Critical language pedagogy: A post-method perspective on English language teaching. World Englishes, 22(4), 539-550.
Lam, R. (2015). Language assessment training in Hong Kong: Implications for language assessment literacy. Language Testing, 32(2), 169-197. https://doi.org/10.1177%2F0265532214554321
Lam, R. (2019). Teacher assessment literacy: Surveying knowledge, conceptions and practices of classroom-based writing assessment in Hong Kong. System, 81, 78–89. https://doi.org/10.1016/j.system.2019.01.006
Lantolf, J. P. (2009). Dynamic assessment: The dialectic integration of instruction and
assessment, plenary speeches, Language Teaching, 42(3), 355-368.
http://dx.doi.org/10.1017/S0261444808005569
Lantolf, J. P., & Poehner, M. E. (2008). Dynamic assessment. In E. Shohamy & N. H. Hornberger (Eds.), Encyclopedia of language and education: Language testing and assessment (pp. 273–284). Springer.
Lantolf, J. P., & Poehner, M. E. (2010). Vygotsky's teaching- assessment dialectic and L2 education: The case for dynamic assessment. Mind, Culture, and Activity, 17(4), 312- 330. https://doi.org/10.1080/10749030903338509
Lantolf, J. P., & Poehner, M. E. (2010). Dynamic assessment in the classroom: Vygostkian praxis for second language development. Language Teaching Research, 15(1), 11-33. https://doi.org/10.1177%2F1362168810383328
Luria, A. R. (1961). Study of the abnormal child. American Journal of Orthopsychiatry, 31(1), 1–16. https://doi.apa.org/doi/10.1111/j.1939-0025.1961.tb02104.x
McNamara, T. (2001). Language assessment as social practice: Challenges for research. Language Testing, 18(4), 333-349. http://dx.doi.org/10.1177/026553220101800402
McNamara, T. (2012). Poststructuralism and its challenges for applied linguistics. Applied
Linguistics, 33(5), 473-482. http://dx.doi.org/10.1093/applin/ams055
Matese, G., Griesdorn, J., & Edelson, D.C. (2002). Teacher belief about assessment in inquiry- based science: Research to inform professional development. Paper presented at the Annual Meeting of the American Educational Research Association Conference. LA.
Miller, P. V., & Cannell, C. F. (1997). Interviewing for social research. In J. P. Keeves (Ed.), Educational research, methodology and measurement (2nd Ed.) (pp. 361-370). Elsevier Science.
Mohammadi, S., Babaii, E., Hashemi, M. (2020). Examining Iranian EFL teachers' perceptions regarding the importance and application of dynamic assessment. Foreign Language Research Journal, 9(4), 1305-1338. https://dx.doi.org/10.22059/jflr.2019.264775.544
Nazari, A. (2017). Dynamic assessment in higher education English language classes: A lecturer perspective. The Journal of Language Learning and Teaching, 7(1), 100-118. https://ssrn.com/abstract=3404757
Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. https://doi.org/10.3102%2F00346543062003307
Poehner, M. E. (2005). Dynamic assessment of oral proficiency among advanced L2 learners of French (Unpublished doctoral dissertation). Pennsylvania.
Poehner, M. E. (2007). Beyond the test: L2 dynamic assessment and the transcendence of mediated learning. Modern Language Journal, 91(3), 323-340. https://psycnet.apa.org/doi/10.1111/j.1540-4781.2007.00583.x
Prabhu, N. S. (1990). There is no best method—Why? TESOL Quarterly, 24(2), 161-176. https://doi.org/10.2307/3586897
Rahim, S. S. A., Venville, G., & Chapman, A. (2009). Classroom assessment: Juxtaposing teachers' beliefs with classroom practices. Paper presented at the Australian Association for Research in Education: International Education Research Conference. http://aare.edu.au/09pap/abd091051.pdf.
Rahimi, M., Kushki, A., & Nassaji, H. (2015). Diagnostic and developmental potentials of dynamic assessment for L2 writing. Language and Sociocultural Theory, 2(2), 185-208. https://doi.org/10.1558/lst.v2i2.25956
Sadeghi, K., & Jabbarnejad, L. (2012). An evaluation of EFL program objectives at tertiary level in Iran. Asean Journal of Teaching and Learning in Higher Education (AJTLHE), 4(2), 1-16.
Saniei, A. (2012). Dynamic assessment: A call for change in assessment. The Asian EFL Journal, 59(4), 4-19.
Shafaghi, M., & Estaji, M. (2020). Teacher evaluation training and its effect on EFL teacher evaluators' perceptions and practices. MEXTOL Journal, 44(4), 1-14.
Shohamy, E. (2005). The power of tests over teachers: The power of teachers over tests. In Tedick, D. J. (Ed.), Second language teacher education: International perspectives (pp.101-111). Lawrence Erlbaum Associates.
Sternberg, R. J. & Grigorenko. E. L. (2002). Dynamic testing. The nature and measurement of learning potential. Cambridge University Press.
Stiggins, R. J. (1993). Teacher training in assessment: Overcoming the neglect. Teacher Training in Measurement and Assessment Skills, 28-40. https://digitalcommons.unl.edu/burosteachertraining/4/
Troudi, S., Coombe, C.,& Al-Hamliy, M. (2009). EFL teachers' views of English language
assessment in higher education in the United Arab Emirates and Kuwait. TESOL
Quarterly, 43(3), 546-555. https://doi.org/10.1002/j.1545-7249.2009.tb00252.x
Tzuriel, D. (2001). Dynamic assessment of young children. In D. Tzuriel (Ed), Dynamic assessment of young children (pp. 63-75). Springer US.
Vogt, K., & Tsagari, D. (2014). Assessment literacy of foreign language teachers: Findings of a European study. Language Assessment Quarterly, 11(4), 374–402. https://doi.org/10.1080/15434303.2014.960046
Wilson, S. M. (1990). The secret garden of teacher education. Phi Delta Kappan, 72(3), 204-209.
Yan, X., & Fan, J. (2021). Am I qualified to be a language tester? Understanding the development of language assessment literacy across three stakeholder groups. Language Testing, 38(2), 219-246. https://doi.org/10.1177/0265532220929924
Zoghi, M., & Malmeer, E. (2013). The effect of dynamic assessment on EFL learners’ intrinsic motivation, Journal of Language Teaching and Research, 4(3), 584-591.
Language Related Research