ERIC Number: EJ1232990
Record Type: Journal
Publication Date: 2019
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0266-7363
EISSN: N/A
Instructed Assessment and Assessed Instruction: A Review of Dynamic Assessment and Ways Forward
Ghahari, Shima; Nejadgholamali, Ali
Educational Psychology in Practice, v35 n4 p384-394 2019
The paper outlines current advancements in dynamic assessment (DA), an approach that has much intuitive appeal for many second language acquisition practitioners, yet that has to date failed to take root in language classrooms. DA distinguishes itself from other approaches to assessment by insisting that "mediated assistance" of the examinee's performance, through prompts, hints, or leading questions, is crucial to understanding his/her abilities and promoting development during the assessment process. In this paper, the theoretical background of DA, different approaches to it, and teacher training requirements for optimal DA practices are reviewed, and implications for language classrooms research are suggested.
Descriptors: Alternative Assessment, Second Language Learning, Student Evaluation, Feedback (Response), Second Language Instruction, Language Teachers, Teacher Education, Educational Psychology
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A