Challenges to Dynamic Assessment in Second Language Learning

Mehri, Ehsan; Amerian, Majid

doi:10.17507/tpls.0507.19

Cited by 9 publications

(5 citation statements)

References 33 publications

(28 reference statements)

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“…Finally, there is a worry that the DA's procedure may challenge the reliability and fairness of the test [23]. In addition, it had been argued that these problems refer only to the question of where the priority should be placed [25][26][27]. In exclusive way, Murphy believed that DA supporters emphasize its focus on all individual itself rather than the the scores of the test [28].…”

Section: Introductionmentioning

confidence: 99%

Dynamic assessment effect on speaking performance of Indonesian EFL learners

Fahmi

Pratolo

Zahruni

2020

IJERE

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The research concerned the application of Dynamic Assessment (DA) in English Language Teaching (ELT) which based on Vygotsky’s theory, namely Zone of Proximal Development (ZPD). The research was meant to investigate the effect of DA in improving teaching and learning speaking in Indonesia especially English as a Foreign Language (EFL) learners in university. The research was conducted using a qualitative method by involving four Indonesian university learners in the first semester. The participants received the same treatments through pre-test and self-reflection, feedback and knowledge expansion, post-test and self-reflection, post-feedback, and semi-structured interviews. The instruments were used to analyze the learners’ non-fluency and mastery problem. The analysis showed that the learners’ speaking performance was improved after experiencing DA sessions. The results of the test and self-reflection showed significant improvement in their speaking. The finding showed some positive effects of DA on EFL learners’ speaking performance. In interviews, learners showed positive experiences and attitude toward DA since it served them a comfortable, structured, practical, and meaningful platform to recognize their speaking behavior, weaknesses, strength, and needs. Furthermore, it also helped them to get the objective feedbacks with less anxiety. The researchers conclude that DA can be applied as a primary alternative assessment in English speaking practices.

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Section: Introductionmentioning

confidence: 99%

Dynamic assessment effect on speaking performance of Indonesian EFL learners

Fahmi

Pratolo

Zahruni

2020

IJERE

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“…Proses penilaian dynamic assessment berbeda dengan penilaian sumatif, yaitu penilaian dynamic assessment lebih menekankan pada proses peningkatan keterampilan dalam menyelesaikan permasalahan dan memberikan kesempatan pada pendidik untuk melihat perkembangan pembelajar melakukan proses mediasi atau pemberian umpan balik (Mehri & Amerian, 2015;Mohamadi, 2018). Hal ini sesuai dengan kriteria instrumen yang dikembangkan, yaitu menekankan pada membantu proses kontruksi konsep klasifikasi tumbuhan dengan benar.…”

Section: Unidimensionalitas Butir Soalunclassified

Analisis Butir Soal Dynamic Assessment untuk Mengukur Pemahaman Konsep Klasifikasi Tumbuhan pada Mahasiswa

Wulandari

Ramli

Muzzazinah

2022

JPSI

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Based on the study of literature and documents, the material analysis of plant classification is considered difficult. The assessments that have been used on plant classification materials have not been equipped with feedback. This study aims to determine the validity, reliability, level of difficulty, discriminatory power, detection of bias and unidimensionality of dynamic assessment instruments on plant classification materials. Development research method with the ADDIE model. The research sample was 121 biology education students who were selected by purposive random sampling. The results showed the validity of the questions in the form of 12 fit questions with the Rasch modeling having an MNSQ infit of 0.80-1.22. The reliability of the items in the 0.97 category is very good and the respondent's reliability is 0.31 in the weak category. While the level of difficulty of the questions is unknown, there are four categories, namely 3 very easy questions, 4 easy questions, 2 difficult questions, and 3 very difficult questions. The discriminatory power of questions with a separation index of 6.71 and an index of separation of questions of 0.67. Detection bias shows that gender does not discriminate against item items and unidimensionality of item items with 36.5% raw variance with sufficient category. The dynamic assessment instrument is suitable to be used to measure the understanding of the concept of plant classification in students

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“…Similarly, Miri et al ( 2017) have shown in their study which is concerned with the difference between dynamic assessment and non-dynamic assessment that both types can be successful to assist how much learners understand the definite and indefinite articles in English; nevertheless, concurrent dynamic assessment is of a great value since it could better engage learners both verbally and bodily. Furthermore, Amerian and Mehri (2015) have investigated the impact of DA on gaining control over the past tense. They have found that students who have received interactionalist dynamic assessment show an apparent advancement at the end of the instructional sessions as well as obvious management to use the past tense in new situations.…”

Section: Dynamic Assessment Vs Non-dynamic Assessmentmentioning

confidence: 99%

Dynamic Assessment in Language Learning; An Overview and the Impact of Using Social Media

Alsaadi¹

2021

ELT

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Language assessment is a vital part of the process of learning and teaching a foreign language. Language learners need to be provided with the best methods to measure how much they are acquiring the target language and to select the most authentic tasks of testing for them. As it has been recommended to use multiple assessment instead of traditional summative one where nothing is concerned except measurement of decontextualized tasks without interactive feedback, dynamic assessment has been used as a means to reinforce learning and to motivate students as well as enhance language teaching. Dynamic assessment, can be rooted on Socio-cultural theory (SCT) and Zone of Proximal Development (ZPD) by Vygotsky, as it allows for learning through interaction and mediation which indicates how beneficial it could be to utilize this method of assessment particularly through social media which is embedded nowadays with all of our daily tasks. Thus, this paper demonstrates the nature and effects of dynamic assessment as an influential method of assessing and maintaining the progress of language learners. Additionally, a comparison between dynamic assessment and static one is manifested. Besides, the theoretical background that supports this method is displayed. Moreover, how technology has been used effectively in language assessment and testing is illustrated. Furthermore, this paper presents implications and recommendations for further research regarding using social media to implement dynamic assessment in language learning which is considered the major goal of reviewing this literature. 

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Challenges to Dynamic Assessment in Second Language Learning

Cited by 9 publications

References 33 publications

Dynamic assessment effect on speaking performance of Indonesian EFL learners

Dynamic assessment effect on speaking performance of Indonesian EFL learners

Analisis Butir Soal Dynamic Assessment untuk Mengukur Pemahaman Konsep Klasifikasi Tumbuhan pada Mahasiswa

Dynamic Assessment in Language Learning; An Overview and the Impact of Using Social Media

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