Investigating the effect of cake model and sandwich model of dynamic assessment in EFL environments on perception of reading.

The present study attempted to investigate the effect of cake model and sandwich model of dynamic assessment in EFL (English as a Foreign Language) environments focusing on reading comprehension. The main purpose of this study was to find out how is Iranian EFL learners’ reading comprehension affected by cake model as an interactionist or sandwich model as an interventionist method of dynamic assessment. To this end the subjects participated in the study included 60 female and male students of three different classes passing general English course at Soure art and Architecture University. One of the classes as a control group received no mediation and the other two classes received sandwich and cake model of assessments’ related mediations respectively. The process of the sandwich model followed pretest, mediation, and posttest; while the cake model followed pretest, mediation, test 1, mediation, test 2, mediation, and posttest. The both experimental group had the process in four sessions in a row. The given mediation was shaped by the elicited answers to the interview questions. The research outcome showed that the experimental group under cake model of dynamic assessment did absolutely better in the posttest compared to the experimental group under sandwich model.