Application of Dynamic Assessment in a College Writing Class
2
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
The present study aims to explore the applicability of dynamic assessment (DA), an alternative way of conceptualizing the relationship between assessment and instruction from the Vygotskian perspective, as part of a formal classroom assessment. It further seeks to explore any insights into learners' writing abilities through an application of DA to an L2 learning context at the Korean college setting and the possibility of promoting learners' abilities through DA. Fifteen university students taking a paragraph-writing class were asked to complete a comparative composition. Student performances were interpreted through an interactionist analytical approach. The findings reveal that DA is an effective means of understanding learners' L2 abilities by determining precise Zones of Proximal Development (ZPDs) and uncovering the extent of a problem that learners experience. At the same time, DA has shown differential qualitative changes to mediated support among learners. Based on the current study's rather stable application of DA as a classroom assessment tool, more research should be directed to integrate some of psychometric constructs into DA framework for wider acceptance in the English Language Teaching (ELT) assessment area.
Abstract
The present study aims to explore the applicability of dynamic assessment (DA), an alternative way of conceptualizing the relationship between assessment and instruction from the Vygotskian perspective, as part of a formal classroom assessment. It further seeks to explore any insights into learners' writing abilities through an application of DA to an L2 learning context at the Korean college setting and the possibility of promoting learners' abilities through DA. Fifteen university students taking a paragraph-writing class were asked to complete a comparative composition. Student performances were interpreted through an interactionist analytical approach. The findings reveal that DA is an effective means of understanding learners' L2 abilities by determining precise Zones of Proximal Development (ZPDs) and uncovering the extent of a problem that learners experience. At the same time, DA has shown differential qualitative changes to mediated support among learners. Based on the current study's rather stable application of DA as a classroom assessment tool, more research should be directed to integrate some of psychometric constructs into DA framework for wider acceptance in the English Language Teaching (ELT) assessment area.
참고문헌 (38)
- Ableeva, R, "The effects of dynamic assessment on L2 listening comprehension, In Sociocultural theory and the teaching of second languages", pp.57~86 (2008), Equinox
- Dynamic assessment of advanced foreign language learners, "Anton, M", American Association of Applied Linguistics, ~ (2003)
- Birjandi, P, "Issues in dynamic assessment", English Language Teaching, 2(4), pp.188~198 (2009)
- Brown, H. D, "Language assessment: Principles and classroom practices" (2004), Pearson Education
- Erben, T, "Changing examination structures within a college of education: The application of dynamic assessment in pre-service ESOL endorsement courses in Florida, In Sociocultural theory and the teaching of second languages", pp.87~114 (2008), Equinox
- Dynamic assessment of cognitive modifiability, "Feuerstein, R", ICELP, ~ (2003)
- Feuerstein, R, "Instrumental Enrichment" (1980), University Park Press
- Guthke, J, "The learning test concept - An alternative to the traditional static intelligence test", The German Journal of Psychology, 6(4), pp.306~324 (1982)
- Haywood, H. C, "Dynamic assessment of EFL text comprehension of at-risk students", School Psychology International, 23, pp.112~127 (2007)
- Johnson, K. E, "The TOEFL trump card: An investigation of test impact in an ESL classroom", Critical Inquiry in Language Studies, 2(2), pp.71~94 (2005)
- "Conflicts escalate over state-run test. The Koreatimes, p. 6" (2008)[URL]
- Kozulin, A, "Psychological tools: A sociocutural approach to education" (1998), Harvard University Press
- Kozulin, A, "Dynamic assessment in practice: Clinical and educational applications" (2002), Cambridge University Press
- Lantolf, J. P, "Dynamic assessment: Bringing the past into the future", Journal of Applied Linguistics, 1, pp.49~74 (2004)
- Lantolf, J. P, "Sociocultural theory and the sociogenesis of second language development" (2006), Oxford University Press
- Leung, C, "Dynamic assessment: Assessment for and as teaching?", Language Assessment Quarterly, 4(3), pp.257~278 (2007)
- Lidz, C. S, "Practitioner's guide to dynamic assessment" (1991), The Guilford Press
- Lidz, C. S, "Dynamic assessment: Prevailing models and applications" (2000), Elsevier
- Lidz, C. S, "Dynamic assessment of the evolving cognitive functions in children, In Vygotsky's educational theoory in cultural context", pp.99~116 (2003), Cambridge University Press
- Messick, S. A, "Validity, In Educational measurement (3rd ed.)" (1989), American Council on Education
- Phillips, J. K, "Assessment now and into the future. In A. L. Heining-Boynton, In 2005-2015: Realizing our vision of languages for all", pp.75~98 (2006), Cornell University Press
- Poehner, M. E, "Beyond the test: L2 dynamic assessment and the transcendence of mediated learning", The Modern Language Journal, 91(3), pp.323~340 (2007)
- Poehner, M. E, "Both sides of the conversation: The interplay between mediation and learner reciprocity in dynamic assessment, In Sociocultural theory and the teaching of second languages", pp.33~56 (2008), Equinox
- Dynamic assessment and the problem of validity in the L2 classroom, "Poehner, M. E", Center for Advanced language Proficiency Education and Research: The Pennsylvania State University., ~, pp.CALPER working paper series No. 10 (2008)
- Poehner, M. E, "Dynamic assessment: A Vygotskian approach to understanding and promoting L2 development" (2010), Springer Science
- Poehner, M. E, "Dynamic assessment in the language classroom", Language Teaching Research, 9(3), pp.1~33 (2005)
- 표경현, "Dynamic Assessment of Speaking Abilities at the University Setting", Foreign Languages Education, 17(3), pp.1~24 (2010), 한국외국어교육학회
- Rea-Dickins, P, "Understanding teachers as agents of assessment", Language Testing, 21, pp.249~258 (2004)
- Schneider, E, "Dynamic assessment and instructional strategies for learners who struggle to learn a foreign language", Dyslexia, 6, pp.72~82 (2000)
- Shohamy, E, "Inside the "black box" of classroom language tests", Studies Anglica Posnaniensia, 33, pp.343~352 (1998)
- Shohamy, E, "The power of tests: A critical perspective on the uses of language tests" (2001), Longman
- Stenberg, R. J, "Dynamic testing: The nature and measurement of learning potential" (2002), Cambridge University Press
- Valsiner, J, "Process structure of semiotic mediation in human development", Human Development, 44, pp.84~97 (1993)
- van der Veer, R, "Understanding Vygotsky" (1991), Backwell
- Vygotsky, L. S, (1956), Izdatel'stvo Academii Pedagoischeskikh Nauk SSSR
- Vygotsky, L. S, "Mind in society: The development of higher psychological processes" (1978), Harvard University Press
- Vygotsky, L. S, "The problem age, In The collected works of L. S. Vygotsky. Vol. 5. Child Psychology" (1998), Plenum
- Wertsch. J. V, "Vygotsky and the social formation of mind" (1985), Harvard University Press