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In this study, we establish a dynamic assessment test system in the topic of "limit and continuous functions" and analyze its functional efficiency. In the first year, a paper-and-pencil test was conducted to 157 public university freshmen. Their misconceptions could be diagnosed more precisely through this assessment. Moreover, we can not only analyze the misconceptions, but also structure students' knowledge structure from the data. In the second year, there were 158 public freshmen students coming from that university, including 149 boys and 9 girls participating in the study. The author started teaching Calculus under the new program arrangements. Before these Calculus courses, the students took elementary mathematics test. The course lasted four weeks. After these Calculus courses, the students took a web-based adaptive assessment pre-test. Then, these three classes were randomly divided into dynamic assessment group A, self-study group B and traditional remedial instruction into group C. This study uses the real data to simulate the computerized dynamic assessment testing procedure. After these remedial instruction, the students took a web-based adaptive assessment post-test. After each examination, the course instructor attempted to assess the results. In view of dynamic assessment group, we discovered the kind of ?Calculating Limits as independent variable approaches infinite?, the students had made great progress. The Calculus remedial teaching effect of dynamic assessment group is the best. The dynamic system can store a large quantity of data and the complex itemanswering mechanism of item responses. The dynamic assessment test system is likely to achieve the effect of time saving, thus it enables the students to implement remedial teaching automatically.