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

Autor/inn/en	Ajideh, Parviz; Farrokhi, Farahman; Nourdad, Nava
Titel	Dynamic Assessment of EFL Reading: Revealing Hidden Aspects at Different Proficiency Levels
Quelle	In: World Journal of Education, 2 (2012) 4, S.102-111 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-0746
Schlagwörter	English (Second Language); Second Language Learning; Learning Processes; Evaluation Methods; Language Proficiency; Test Items; Reading Tests; Sociocultural Patterns; Learning Theories; Qualitative Research; Reading Skills; College Students; Foreign Countries; Language Tests; Iran; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Learning process; Lernprozess; Language skill; Language skills; Sprachkompetenz; Test content; Testaufgabe; Lesetest; Soziokulturelle Theorie; Learning theory; Lerntheorie; Qualitative Forschung; Reading skill; Lesefertigkeit; Collegestudent; Ausland; Language test; Sprachtest
Abstract	Dynamic assessment as a complementary approach to traditional static assessment emphasizes the learning process and accounts for the amount and nature of examiner investment. The present qualitative study analyzed interactions for 270 reading test items which were recorded and tape scripted. The reading ability of 9 EFL participants at three proficiency levels of high, mid, and low were assessed dynamically during five weeks of this study. The findings revealed five major data type only available through DA including an exact estimation of examinees' abilities, identifying the source of problem, identifying the stage of the problem, estimating the extent of examinees' development within their ZPDs, and the extent of transcendence for later independent performance. The results also highlighted the differences in these data for readers at different proficiency levels. These findings have implications for assessors, and teachers in taking effective steps to improve learner development with exact information about learners of different proficiency levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04