Students’ Perceptions on Dynamic Assessment in a College Speaking Class
1
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
The present paper is aimed at understanding students’ perceptions on dynamic assessment (DA) and testing if DA can be used as classroom assessment validly and reliably. DA is an alternative way of conceptualizing the relationship between assessment and instruction from the Vygotskian perspective. DA was implemented as part of formative assessment in a 2011 college speaking class, with a view to promoting students’ English abilities. Twenty-four university students taking an advanced speaking class responded to a questionnaire asking their perceptions on DA applications (DA implementation methods and satisfaction over DA) and interviews. The findings reveal that, in terms of DA implementation methods, students found the frequency, number of tasks, implementation procedure, and proportion of DA reasonable and appropriate; however, they wanted longer periods of time for DA. Next, overall, students were satisfied with DA because of its high pedagogical value on their English speaking skills and assessment value to students. However, there were a few students with reserve mainly due to concern related to their grades. Based on the current study’s successful application of DA in class, 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 paper is aimed at understanding students’ perceptions on dynamic assessment (DA) and testing if DA can be used as classroom assessment validly and reliably. DA is an alternative way of conceptualizing the relationship between assessment and instruction from the Vygotskian perspective. DA was implemented as part of formative assessment in a 2011 college speaking class, with a view to promoting students’ English abilities. Twenty-four university students taking an advanced speaking class responded to a questionnaire asking their perceptions on DA applications (DA implementation methods and satisfaction over DA) and interviews. The findings reveal that, in terms of DA implementation methods, students found the frequency, number of tasks, implementation procedure, and proportion of DA reasonable and appropriate; however, they wanted longer periods of time for DA. Next, overall, students were satisfied with DA because of its high pedagogical value on their English speaking skills and assessment value to students. However, there were a few students with reserve mainly due to concern related to their grades. Based on the current study’s successful application of DA in class, 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 (34)
- Ableeva,R, "The effects of dynamic assessment on L2 listening comprehension, In Sociocultural theory and the teaching of second languages", pp.57~86 (2008), London: Equinox
- Ableeva, R., "Mediated dialogue and the microgenesis of second language listening comprehension", Assessment in Education: Principles, Policy & Practice, 18(2), pp.133~149 (2011)
- Anton,M, "Dynamic assessment of advanced foreign language learners", Paper presented at the American Association of Applied Linguistics (2003)
- Anton,M, "Dynamic assessment of advanced foreign language learners", Foreign Language Annals, 42(3), pp.576~598 (2009)
- Brown,H.D, "Language assessment: Principles and classroom practices" (2004), Pearson Education, Inc
- 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
- Feuerstein, R, "Dynamic assessment of cognitive modifiability" (2003), ICELP
- 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)
- 김현주, "영어 말하기 평가의 채점과정 연구", 영어영문학연구, 49(4), pp.169~186 (2007), 한국중앙영어영문학회
- 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
- Leont’ev,A.N, "Problems of the development of the mind" (1981), Progress 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
- Luria,A.R, "Study of the abnormal child", American Journal of Orthopsychiatry, 31(1), pp.1~16 (1961)
- Messick,S.A, "Validity, In Educational measurement" (1989), American Council on Education
- Kozulin, A, "Dynamic assessment in practice: Clinical and educational applications" (2002), Cambridge 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, "Dynamic assessment: A Vygotskian approach to understanding and promoting second language development" (2008), Springer
- 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
- Schneider, E, "Dynamic assessment and instructional strategies for learners who struggle to learn a foreign language", Dyslexia, 6, pp.72~82 (2000)
- Siekmann, S, "Upingakuneng (when they are ready): Dynamic assessment in a third semester Yugtun class", Assessment in Education: Principles, Policy & Practice, 18(2), pp.151~168 (2011)
- Stenberg, R. J, "Dynamic testing: The nature and measurement of learning potential" (2002), Cambridge University Press
- van der Veer, R, "Understanding Vygotsky" (1991), Backwell
- Vygotsky,L.S, "Mind in society: The development of higher psychological processes" (1978), Harvard University Press
- Vygotsky,L.S, "The problem age, In Child Psychology" (1998), Plenum