Abstract Dynamic assessment is one kind of assessment that integrates the process of interaction within the implementation. The method is based on Vygotsky's zone of proximal development theory which mentions that the students need guidance in a learning process before they can solve the problem individually. The use of dynamic assessment has been proved to be effective in improving the students’ skill in teaching of English as a foreign language (TEFL) settings. This study aims to investigate the role of dynamic assessment in improving the students’ summary writing skill in an English for specific purposes (ESP) class. The method used was quasi-experimental in design. The subjects were 22 students of a public library technician programme in a public university in Indonesia. They were divided into two groups; an experimental group, and a control group. The experimental group received the treatment of dynamic assessment, while the control group did not. The data were gathered through pre-tests and post-tests. The data of pre-test and post-test were tabulated and analysed using the Statistical Package for Social Sciences (SPSS). The result showed that the implementation of dynamic assessment is effective in improving the students’ skill in summary writing.

中文翻译：

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动态评估，以提高学生在ESP课上的总结写作能力

摘要动态评估是一种将实现过程中的交互过程集成在一起的评估。该方法基于Vygotsky的近端发展理论区，该区提到学生在学习过程中需要指导才能使他们单独解决问题。实践证明，使用动态评估可以有效地提高学生的英语作为外语（TEFL）的教学技能。这项研究旨在调查动态评估在提高学生针对特定目的的英语（ESP）课的摘要写作技能中的作用。设计中使用的方法是准实验的。这些科目是印度尼西亚一所公立大学的公共图书馆技术人员计划的22名学生。他们分为两组。一个实验小组 和一个对照组。实验组接受动态评估的治疗，而对照组则没有。数据通过测试前和测试后收集。使用社会科学统计软件包（SPSS）将测试前和测试后的数据制成表格并进行分析。结果表明，实施动态评估可以有效地提高学生的摘要写作能力。