The implications and role of Growth Assessment in the lens of Vygotskian theoretical framework
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This paper discussed the Vygotskian perspectives on assessment as a foundation of socio-cultural theories of learning, and examined what criticism they levies on Standardized Testing while supporting the Growth Assessment. As a type of dynamic assessment (Dixon-Krauss, 1996), the Growth Assessment has been recently implemented in the field of elementary education in Korea, and is acclaimed to be an alternative approach to the long-lasted standardized ‘ paper and pencil’ tests. Though Growth Assessment is well conceived and has significant merits for students’ learning, its theoretical grounds are not sufficiently discussed. This being said, this paper aimed to pinpoint the problems of Standardized Testing from the perspectives of Vygotskian theories and suggested some rationales for Growth Assessment in terms of four major concepts: the Zone of Proximal Development (ZPD), mediation, collaboration, and the teachers’ role for students’ learning. On top of this discussion, this paper highlighted why Growth Assessment and Value-Added Assessment, as a derivative, have pedagogical merits for appreciating students’ learning by explicating basic principles and practical strategies of Growth Assessment. This paper ’ s discussion could broaden the scope of understanding Growth Assessment, which is a meaningful alternative to the still prevalent Standardized Testing.
Abstract
This paper discussed the Vygotskian perspectives on assessment as a foundation of socio-cultural theories of learning, and examined what criticism they levies on Standardized Testing while supporting the Growth Assessment. As a type of dynamic assessment (Dixon-Krauss, 1996), the Growth Assessment has been recently implemented in the field of elementary education in Korea, and is acclaimed to be an alternative approach to the long-lasted standardized ‘ paper and pencil’ tests. Though Growth Assessment is well conceived and has significant merits for students’ learning, its theoretical grounds are not sufficiently discussed. This being said, this paper aimed to pinpoint the problems of Standardized Testing from the perspectives of Vygotskian theories and suggested some rationales for Growth Assessment in terms of four major concepts: the Zone of Proximal Development (ZPD), mediation, collaboration, and the teachers’ role for students’ learning. On top of this discussion, this paper highlighted why Growth Assessment and Value-Added Assessment, as a derivative, have pedagogical merits for appreciating students’ learning by explicating basic principles and practical strategies of Growth Assessment. This paper ’ s discussion could broaden the scope of understanding Growth Assessment, which is a meaningful alternative to the still prevalent Standardized Testing.
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