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The main purpose of this study was to construct and validate a Computerized version of Dynamic Assessment (C-DA) and examine its effectiveness in enhancing reading comprehension. Feasibility and concern for psychometric properties of testing are issues that have limited the use of DA approaches. In this study, C-DA is offered as a solution for overcoming such limitations. To this end, a software package named Computerized Dynamic Reading Test (CDRT) was developed. The software is capable of providing test takers with strategy-based hints. For each test taker, two scores are assigned by the software a non-dynamic score which is based on test takers' first try of each item and a dynamic score which is based on the average hints they have employed. One hundred and four university students took the test. The findings of the study indicated that while observing the psychometric standards of testing namely, reliability and validity, C-DA was useful both in improving students' reading comprehension ability and in obtaining information about their potentiality for learning which goes beyond and over the initial performance level. While some test takers made the best use of the hints and could enhance their comprehension of the text, others could not use them to their advantage. The Information obtained from DA enables teachers to provide students with more individualized and consequently more effective instruction. 

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This study aims at investigating the effect of dynamic assessment (DA) on L2 writing achievement if applied via blogging as a Web 2.0 tool, as well as examining which pattern of interaction is more conducive to learning in such an environment. The results of the study indicate that using weblogs to provide mediation contributes to the enhancement of the overall writing performance, vocabulary and syntactic complexity, and quantity of overall information presented in a single paragraph. That is to say, DA procedures are applicable via Web 2.0 tools and are advantageous to L2 learners’ writing suggesting that L2 practitioners and instructors should actively consider the integration of Web 2.0 technology into L2 education system using DA. Moreover, the collaborative pattern of interaction as compared to expert/novice, dominant/passive, and dominant/dominant patterns is found to be more conducive to fostering writing achievement in the asynchronous computer-mediated communication environment.