The Effect of Dynamic Assessment Based Instruction on Children's Learning

Autor/inn/en	Baek, Sun-Geun; Kim, Kyoung Jin
Titel	The Effect of Dynamic Assessment Based Instruction on Children's Learning
Quelle	In: Asia Pacific Education Review, 4 (2003) 2, S.189-198 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
Schlagwörter	Foreign Countries; Teaching Methods; Research Design; Experimental Groups; Data Analysis; Validity; Control Groups; Content Validity; Children; Mathematics Achievement; Number Concepts; Educational Strategies; Individual Instruction; Learning Processes; Educational Assessment; Pretests Posttests; South Korea + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Forschungsdesign; Auswertung; Gültigkeit; Child; Kind; Kinder; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Number concept; Zahlbegriff; Lehrstrategie; Individuelles Lernen; Learning process; Lernprozess; Education; assessment; Bewertungssystem; Korea; Republik
Abstract	The purpose of this study is to demonstrate that dynamic assessment based instruction increases children's learning by using a quasi-experimental research design in Korea. In this study, dynamic assessment is defined as a measurement method of the zone of proximal development (ZPD) as well as the qualitative and quantitative diagnostic information for individual children. In addition, dynamic assessment based instruction is defined as a teaching method using the diagnostic information types in order to increase children's learning. In this study, 59 children between the ages of 4 and 5 participated. Three types of number concept achievement tests (pre-test, parallel test, and post-test) for each age group were developed and the content validity, face validity, and split-half reliability were examined. After conducting the pre-test, the children of each age group were divided into an experimental group and a control group. Dynamic assessment based instruction regarding number concepts was undertaken only with the experimental group for 4 weeks. Both groups took a post-test after completing the 4 weeks of classes. The ANCOVA technique was used for data analysis. The result of this study shows that dynamic assessment based instruction has a significant effect on children's learning of number concepts (in the case of 4-year-old children, F = 12.34, p less than 0.01; 5-year-old children, F = 20.03, p less than 0.01). Therefore, dynamic assessment based instruction should be used widely for children's cognitive learning. (Contains 4 figures and 13 tables.) (Author).
Anmerkungen	Education Research Institute, Seoul National University. Department of Education, 599 Kwanak-Ro, Kwanak-Gu, Seoul 151-748, South Korea. Tel: +82-2-880-5896; Fax: +82-2-889-6508; e-mail: aper2@hanmail.net; Web site: http://eri.snu.ac.kr/aper
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10