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It is believed that peer assessment equips learners with a skill set withheld from them by teacher assessments that enhances language learning. However, the benefits of peer assessment are limited to how well learners can conduct peer assessment tasks. Therefore, improving the efficacy of peer assessment is essential. One way to increase the consistency of peer assessment is to increase learner attention during the assessment task. The Cognition Hypothesis states that L2 learners engaged in complex tasks pay attention to more complex linguistic structures; as a result, learning increases (Robinson, 2001a(Robinson, , 2001b(Robinson, , 2005. The purpose of this study was to investigate whether complex tasks, as outlined by the Cognition Hypothesis, improve the accuracy of peer assessment. Thirty female EFL learners conducted three speaking tasks. Each task had a different level of complexity, and participants were assessed by their peers using a rating scale. The results indicated that the absolute mean deviations for the items on the rating scale decreased as task complexity increased. In other words, the findings showed that as task complexity increased, there was more agreement among the assessors. This indicatedthat peer assessment wasmore accurate and consistent for more complex tasks.

Deeply rooted in the sociocultural theory of mind by Vygotsky, Dynamic assessment (DA) asserts that mediation is essential for online diagnosis in the classroom. One of the major challenges facing language teachers is the assessment of the learners' Zone of Proximal Development (ZPD) level or diagnosing the amount of mediation or scaffolding they require to achieve their potential level. Ongoing assessment of the learner's ZPD and the tailoring of mediation to fit the learning environment seems to be a vital stage. Dynamic self-assessment (DSA) can be applied for diagnostic purposes in writing classes. In this research, it is assumed that the analysis and comparison of teacher's assessment and DSA will not only indicate their ZPD level or the amount of mediation the learners require but also diagnose their weaknesses and strengths in writing. A quasi-experimental research on 60 sophomore English Translation students in essay writing classes in Islamshahr Azad University revealed that DSA not only significantly affects the EFL learners' writing ability, but also it is incrementally correlated with teacher's assessment through 8 weeks of treatment, and the analysis of DSAs reveals the leaner's' weaknesses and the areas which should be emphasized.