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Fifty teachers completed an online open-ended questionnaire, and a volunteer subgroup provided narratives of classroom experiences. Content and thematic analysis show broad familiarity with DA, especially Group Dynamic Assessment (GDA). DA is mainly perceived as feedback, while SA remains viewed as a more formal assessment method. 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Thus, the objective of this qualitative study was to investigate the evolving perspectives of EFL teachers concerning the integration of DA and SA within their classrooms. To achieve this, 50 EFL teachers in Iran were recruited through convenience sampling to complete an online open-ended questionnaire. The primary purpose was to explore their familiarity with, perceptions of practicality for, and preferences regarding DA and SA. Additionally, a sub-group of volunteer participants was requested to provide narratives detailing their real-world classroom experiences using DA and SA. Content and thematic analysis of the responses revealed that the majority of participants were familiar with DA, with the most commonly employed type being GDA. While DA was predominantly viewed as a form of feedback, SA was still seen as a more formal means of classroom assessment. Consequently, it is highly recommended that EFL teachers exploit the advantages of both assessment approaches in order to ensure more equitable decisions concerning students' abilities. |\n| KEYWORDS\u003Cbr>Classroom assessment practices\u003Cbr>EFL teachers Feedback\u003Cbr>Formal assessment Language assessment literacy | |  |\n\n1. Introduction  \nDynamic assessment (DA), rooted in Vygotsky's Zone of Proximal Development (ZPD)(Poehner et al., 2017; Poehner & Wang, 2021), emerged as a response to the limitations of traditional, psychometric assessments. Luria (1961) later contrasted psychometric/systematic assessment, which isolates performance in a controlled environment, with the emphasis on mediated learning inherent in DA. Dynamic assessment emphasizes an examiner's guidance, allowing an individual to solve tasks with support and subsequently apply that learned strategy to similar tasks (Luria, 1961) . This interactive process provides a richer picture of an individual's potential for learning and development.  \nSternberg and Grigorenko (2002) further define DA as an assessment process that considers intervention outcomes. The examiner guides the examinee to improve performance, with the score reflecting either learning progress (pretest-posttest difference) or just the final achievement. However, as Vygotsky suggests (Poehner et al., 2017), true development goes beyond mastering a single task. According to him, the ZPD emphasizes the ability to transfer mediated knowledge to new situations. In this context, Sternberg and Grigorenko (2002) submit that summative assessment (SA) stands in contrast  \n1 PhD in Applied Linguistics, Allameh Tabataba'i University, Tehran, Iran, [Email:](Email: monanajjarpour@gmail.com)[ ](Email: monanajjarpour@gmail.com)[monanajjarpour@gmail.com](Email: monanajjarpour@gmail.com)  \n[2](2 Associate Professor of Applied Linguistics)[ Associate Professor of Applied Linguistics](2 Associate Professor of Applied Linguistics), Allameh Tabataba'i University, Tehran, Iran, Email: [easalimi@atu.ac.ir](easalimi@atu.ac.ir) (Corresponding author)  \nCite this paper as: Najjarpour, M., & Salimi, S. A. (2024) . Navigating Mindset Trajectories: Exploring EFL Teachers' Evolution in Embracing Dynamic and Summative Assessment in the Language Classroom. International Journal of Language Testing, 14(2), 117","cbCaiq18G6wBKSwL","https://ap.wps.com/l/cbCaiq18G6wBKSwL","pdf",402206,16,"English","# Introduction\n## Dynamic assessment and formative guidance\n## Summative assessment and psychometric reliability\n# Study purpose and gap\n## Teacher perspectives on practical implementation\n# Method overview\n## Participants and instruments\n# Results overview\n## Familiarity with DA and perceptions of practicality\n# Discussion and implications","[{\"question\":\"What is the main objective of the study?\",\"answer\":\"The study examines how EFL teachers’ perspectives evolve toward integrating Dynamic Assessment and Summative Assessment in their classrooms.\"},{\"question\":\"How were participants recruited and what data were collected?\",\"answer\":\"Fifty EFL teachers in Iran were recruited through convenience sampling to complete an online open-ended questionnaire, and a volunteer subgroup provided narratives of their real classroom experiences.\"},{\"question\":\"What perceptions did teachers report about DA and SA?\",\"answer\":\"Most participants were familiar with DA and commonly employed GDA; DA was mainly viewed as feedback, whereas SA was still seen as a more formal means of classroom assessment.\"}]","Navigating Mindset Trajectories - Exploring EFL Teachers' Evolution in Embracing Dynamic and Summative Assessment in the Language Classroom | PDF",1792033706]