Hiwa Weisi - PhD in TEFL, Assistant Professor, Department of Literature and Humanities, Razi University, Kermanshah, Iran
Khosro Bahramlou - PhD Student in TEFL, Department of Literature and Humanities, Razi University, Kermanshah, Iran

Dynamic Assessment covers educational approachesthat affect enduring structural changes in the learner'scognition such that the learner would eventually becapable of independent functioning and problemsolving. We adopt a three-tier conception of cognitivemodifiability at psychological, systems, and cellularlevels. At the psychological level, research has clearlydemonstrated that cognition is malleable and capableof change for the better or worse. Literature suggeststhat memory mechanisms of consolidation andreconsolidation at cellular and systems levels could beinvoked to explain the cognitive modifiability atpsychological level. Neuro-scientific evidenceindicates that each time a consolidated memory isrecalled and the neuronal ensemble holding thatmemory is exited, the memory trace enters a labilevolatile state. Through protein synthesis, release ofchemicals, and changes in neuro-electric signals, therelevant neurons could re-stabilize and reconsolidate areconstructed and, thus, modified version of theoriginal memory. In our view of systems consolidation,long distance cortico-cortical connections materializeover a period of weeks to years whose main functionmay be the integration of memories pertaining tovarious skills and experiences located in differentregions of neocortex. Systems reconsolidation occurswhen reactivated cortico-cortical connections undergoa second though less time-consuming round ofconsolidation.

Dynamic Assessment, Cognitive modifiability, Memory consolidation, Memory reconsolidation