Dynamic Assessment of EFL Reading: Revealing Hidden Aspects at Different Proficiency Levels

Ajideh, Parviz; Farrokhi, Farahman; Nourdad, Nava

doi:10.5430/wje.v2n4p102

Cited by 17 publications

(14 citation statements)

References 22 publications

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“…It has resulted in a significant improvement regarding different aspects of language learning over the traditional assessment or non-dynamic assessment, which only reveals the abilities that have been already developed . The dynamic score and the analysis of the ZPD make it possible to find out about the abilities that have not developed yet, but can be developed in collaboration with a more knowledgeable person (Ajideh, Farrokhi, & Nourdad, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

Effects of Dynamic Assessment on the Acquisition of the Rhythm of English: The Case of EFL Learners’ Attitudes

Shafiee¹,

Talakoob²,

Fatahi³

2018

IJEL

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Dynamic assessment has been widely used in educational literature over the past two decades. The present study aimed at investigating the effect of using dynamic assessment on teaching the rhythm of English to Iranian EFL learners and scrutinizing their attitudes towards it. The participants of the study were 30 Iranian EFL leaners at the intermediate level of proficiency, who were conveniently selected from a foreign language institute in Isfahan, Iran. In order to achieve the objectives of the study, the participants were divided into two homogenous groups, including the experimental group and control group. In this quasi-experimental, pretest-posttest-control-group-design research study, the control group followed traditional method of learning pronunciation and rhythm, while dynamic assessment approach was used to teach the same materials to the experimental group. In contrast to the control group, the experimental group took an active role in the classroom by having more interaction and using the ongoing hints and prompts provided by the teacher. The result of the posttest unfolded that there was a significant difference between the performances of the two groups, and that the experimental group participants managed to outperform the control group members on the pronunciation posttest. Moreover, based on the attitude questionnaire, EFL learners had grown a positive attitude towards the use of dynamic assessment to learn rhythm. The results of this study demonstrated that through the implementation of DA, the proper form of mediation could be provided to the learners regarding their ZPD.

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Section: Literature Reviewmentioning

confidence: 99%

Effects of Dynamic Assessment on the Acquisition of the Rhythm of English: The Case of EFL Learners’ Attitudes

Shafiee¹,

Talakoob²,

Fatahi³

2018

IJEL

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“…As for reading, the comparison study of Mardani and Tavakoli (2011) showed the positive effects of DA while Ajideh, Farrokhi and Nourdad (2012) found that learners with different levels of language proficiency might obtain different benefits from DA procedure. But the two studies only centered on the results rather than the processes of DA.…”

Section: Reading and Listeningmentioning

confidence: 95%

“…Pishghadam, Barabadi, and Kamrood (2011) found that low achievers would benefit more than high achievers in L2 DA reading comprehension. However different voices came from Ajideh, Farrokhi, and Nourdad (2012), whose study showed that high proficiency learners had higher transcendence ability than the low proficiency readers. The former study adopted an interventionist approach and group mediation while the latter applied interactionist approach and one-on-one mediation.…”

Section: Figure 1 Trend Of Publicationsmentioning

confidence: 96%

“…Th e results of students' performance before and aft er implementation of DA demonstrated that the students in the experimental group performed better in comparison to the students in the control group. Ajideh, Farrokhi, and Nourdad (2012) applied DA to finding new and hidden aspects of reading ability for EFL learners of different proficiency levels. Participants were asked to take part privately in a reading test and think-aloud process to reveal the procedure of taking advantage of assistance, and presenting their attitude towards dynamicity in assessment.…”

Section: Reading and Listeningmentioning

confidence: 99%

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A Review of Empirical Studies in L2 Dynamic Assessment

2015

Chinese Journal of Applied Linguistics

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The present paper reviews 25 studies conducted in the domain of L2 (second/foreign language) dynamic assessment (DA) in recent years. It begins with a survey of relevant research, then discusses some of the major findings and problems, and finishes with some suggestions for further research. The main findings of the review are as follows: (a) DA has the potential to promote L2 competence development; (b) both the interactionist approach and interventionist approach have attracted the interest of L2 researchers; (c) most studies have focused on small samples; (d) reading and grammatical knowledge have drawn the most attention; (e) group DA may be a potential method to advance L2 competence development in both the focused individual and the other members of the group; (f) computers might play a complementary role to humans acting as mediators; and (g) case study methodology has been the overwhelming choice for experimental design. Based on the available research, we suggest that additional studies are called for on the following issues: (a) L2 DA as an approach to measurement, (b) potential mediators, (c) validity issues of L2 DA, (d) the interface between DA and second language acquisition, and (e) the development of L2 classroom teachers.

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“…Setting out to overcome the instruction-testing dualistic view as well as the inadequacy of conventional tests in post-modernistic view of teaching, DA emerges as an innovative system of assessment within the constructivist paradigm (Ajideh, Farrokhi, and Nourdad, 2012;Sternberg and Grigorenko, 2002). However, it has attracted a certain number of criticisms.…”

Section: Da and Its Criticismmentioning

confidence: 99%

Integrating Assessment and Instruction: Dynamic Assessment and Its Criticisms Examined

Hosseini

Ghonsooly

2017

Adv Educ

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Dynamic Assessment has recently been voiced of constructivism, the socio-cultural theory of learning. This article, challenging the psychometric and product-based test, makes an attempt to delve into the epistemological and ontological theories of Dynamic Assessment (DA) and their criticisms. DA is the offspring of Vygotsky's theory of the Zone of Proximal Development (ZPD) and Feuerstein's mediated learning experience (MLE). It emphasises constructing a future through mediations. Interestingly, this development-oriented process of collaboration relies on the unification of instruction and assessment which is a strong threat to the reliability of the psychometric tests. This study also deals with the battle of views on DA. It discusses the appealing face of DA embracing ethical values, fairness and social equity, and the process based assessment. It also argues the negative face of DA comprising modifiability, interventionism, and stability. It finally concludes that each system should be criticised by certain criteria. Faced with the scarcity of research both theoretically and empirically, the critical analysis of this new generation of test in an L2 setting might be helpful for further discussions, suggestions and implications in the second language learning arena.

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Dynamic Assessment of EFL Reading: Revealing Hidden Aspects at Different Proficiency Levels

Cited by 17 publications

References 22 publications

Effects of Dynamic Assessment on the Acquisition of the Rhythm of English: The Case of EFL Learners’ Attitudes

Effects of Dynamic Assessment on the Acquisition of the Rhythm of English: The Case of EFL Learners’ Attitudes

A Review of Empirical Studies in L2 Dynamic Assessment

Integrating Assessment and Instruction: Dynamic Assessment and Its Criticisms Examined

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