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ERIC Number: ED568389
Record Type: Non-Journal
Publication Date: 2016-Oct
Pages: 32
Abstractor: As Provided
Reference Count: 98
ISSN: ISSN-2157-4898
The Measurement Paradigm and Role of Mediators in Dynamic Assessment: A Qualitative Meta-Synthesis
Rezaee, Abbas Ali; Ghanbarpour, Mahsa
Online Submission, International Journal of Language Studies v10 n4 p77-108 Oct 2016
As dynamic assessment (DA) continues to come to prominence as a procedure that endeavors to ameliorate learner performance and further development through mediators' assistance with the intent of discerning learning potential, a plethora of research has delved into the applicability of DA in second/foreign language education. This article employed methodical procedures for qualitative meta-synthesis of the target research domain to synthesize available quantitative and qualitative primary research reports. The discursive reading and systematic review of research findings and discussions across study reports revealed a primary theme, that is, "DA: Shifting Focus from Postpositivism to Pragmatism", and a shared set of 2 secondary themes, that is, "Classroom-Based L2 DA: Post-Achievement Test Condition" and "Mediators' Sense of Accountability" that can provide a refined worldview on DA and a window on contemporary opinions on the relevance of assessment to classroom context and can develop a more informed understanding of the ascendancy of mediators over the effectiveness of DA.
Publication Type: Information Analyses; Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A