Grounded in Vygotsky�s socio-cultural theory (SCT) of cognitive development (Vygotsky, 1978), this study seeks to reconcile the assessment and instruction dualism and integrate them to a single unified entity. Dynamic Assessment (DA) allows the teacher/mediator to capture and develop both the actual and potential zones of the development. Twenty eight TEFL students, ranging in age from 18 to 20, at Imam Khomeini International University (IKIU) participated in this study. Microgenetic analysis, a key sociocultural method, and idea unit analysis were used to reveal the frequency and quality of mediational moves across the assessment sessions. The findings of the study indicate that, through interactions in the zone of proximal Development, DA allows not only to establish the actual level of learners� listening ability but also to diagnose/assess the potential level of their listening comprehension, while at the same time promoting their comprehension. The analysis of the DA-based interactions led to the generation of an a posteriori list of mediational strategies considered useful for classroom-based assessment and instruction. Finally, this study advocates the application of DA procedure in instruction and assessment contexts to provide a more valid assessment of L2 learners� listening proficiency and promotion of abilities in the state of ripening.

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