Dynamic Assessment, Tutor Mediation and Academic Writing Development

Autor/inn/en	Shrestha, Prithvi; Coffin, Caroline
Titel	Dynamic Assessment, Tutor Mediation and Academic Writing Development
Quelle	In: Assessing Writing, 17 (2012) 1, S.55-70 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1075-2935
DOI	10.1016/j.asw.2011.11.003
Schlagwörter	Learning Theories; Undergraduate Students; Writing (Composition); Distance Education; Information Transfer; Interaction; Tutors; Foreign Countries; Higher Education; Academic Discourse; Business Administration Education; Data; Pilot Projects; Research Projects; Electronic Mail; Computer Mediated Communication; Individual Needs; Researchers; United Kingdom + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Schreibübung; Distance study; Distance learning; Fernunterricht; Informationsübertragung; Interaktion; Förderlehrer; Lehrender; Tutor; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Discourse; Diskurs; Daten; Pilot project; Modellversuch; Pilotprojekt; Forschungsvorhaben; Elektronischer Briefkasten; Computerkonferenz; Researcher; Forscher; Großbritannien
Abstract	Supporting undergraduate students with their academic literacies has recently been a major focus in higher education in the UK. This paper explores the value of tutor mediation in the context of academic writing development among undergraduate business studies students in open and distance learning, following the dynamic assessment (DA) approach that has been developed within Vygotskian sociocultural theory of learning (Vygotsky, 1978). DA is an assessment approach that blends instruction and assessment. The data, which came from a pilot study of a larger research project, consisted of text-based interaction between a tutor-researcher and two business studies students across various drafts of two assignments in line with the DA approach. This interaction was mediated by computers mainly through emails. The analyses of such interaction suggest that DA can help to identify and respond to the areas that students need the most support in (in this study, managing information flow). Finally, we argue that a learning theory-driven approach such as DA can contribute to undergraduate students' academic writing development by responding to their individual needs. (Contains 3 tables and 6 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10