Computerized dynamic assessment: An interventionist procedure to assess L2 reading

Shabani, Karim

doi:10.1109/icelet.2012.6333360

Cited by 5 publications

(4 citation statements)

References 26 publications

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“…Other researchers (e.g., Ghafar and Dehqan, 2013) demonstrated that the sociocultural teaching techniques can positively impact reading by improving the LP. Additionally, Shabani (2012) explored the feasibility of C-DA and concluded that C-DA can distinguish between students with very low proficiency levels and how these students use their underlying cognitive abilities to react to computerized assistance. Also, DA had its positive impact on developing EFL learners' grammar competencies (Estaji and Ameri, 2020).…”

Section: Review Of the Literaturementioning

confidence: 99%

Developing and using hints in computerized dynamic assessment of a TOEFL iBT reading exam

Hidri

Roud

2020

Heliyon

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This study investigated the impacts of computerized dynamic assessment (C-DA) on a TOEFL iBT reading exam among 185 upper-intermediate EFL Iranian learners. The exam included five question types: Vocabulary, detail, negative fact, purpose, and inference items whose answers yielded three types of scores: Actual, mediated, and learning potential. Results indicated statistically significant differences between actual and mediated scores with various reading ability levels in using hints in the question types. Even though C-DA improved the scores in the mediated test items and resulted in significant correlations, there was no empirical evidence that C-DA was conducive to a comprehensive diagnosis of the ability in the Zone of Actual Development (ZAD). The study had direct pedagogical and methodological implications by suggesting more individualized and, accordingly, more effective mediation to learners, such as the interactionist approach.

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Section: Review Of the Literaturementioning

confidence: 99%

Developing and using hints in computerized dynamic assessment of a TOEFL iBT reading exam

Hidri

Roud

2020

Heliyon

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“…This consideration seems to be significant, as in the currently study the interaction of C-DA and memory span did not show a significant effect on listening comprehension of the learners. Shabani (2012), who investigated the effect of C-DA on reading comprehension of language learners, contends that the interactive aspect of C-DA is among the most significant dimensions of this method, and should not be taken for granted. This issue was highlighted in the current study through the utilization of C-DA and initiating conversations with the participants based on their mistakes.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Computerized Dynamic Assessment on Working Memory Span of EFL Learners while Listening

Estaji¹,

Safari²

2020

The Journal of AsiaTEFL

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“…CDA concerns the potential of students rather than their current performance. Through CDA, students' underlying abilities related to both independent (zone of actual development) and assisted (ZPD) performance abilities can be more accurately diagnosed (Shabani, ). A computer‐based DA system has been developed by Nirmalakhandan () for use in an undergraduate hydraulic engineering course.…”

Section: Computerized Dynamic Assessmentmentioning

confidence: 99%

A knowledge‐structure‐based adaptive dynamic assessment system for calculus learning

Ting

Kuo

2015

Computer Assisted Learning

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The purpose of this study was to investigate the effect of a calculus system that was designed using an adaptive dynamic assessment (DA) framework on performance in the "finding an area using an integral". In this study, adaptive testing and dynamic assessment were combined to provide different test items depending on students' abilities. Prompts were provided from among various options. Two hundred fifty-seven freshmen from one public university in Taiwan participated in the study. The pre-test was held within one week after the examinees learned how to find an area using an integral. Remedial instruction was completed within two weeks, and the students were administered the post-test. Two weeks after the administration of the post-test, a delayed post-test was administered to evaluate the students' retention. When an examinee responded to an item correctly, he received a score. Otherwise, the student was given a prompt. In this study, five experimental groups were compared: three different DA groups, one self-study group and one remedial group instruction. The results of the study revealed that the instructive effect of the adaptive dynamic assessment approach (the third DA group) was the best and that the proposed methods helped students improve their learning performance.

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Computerized dynamic assessment: An interventionist procedure to assess L2 reading

Cited by 5 publications

References 26 publications

Developing and using hints in computerized dynamic assessment of a TOEFL iBT reading exam

Developing and using hints in computerized dynamic assessment of a TOEFL iBT reading exam

The Effect of Computerized Dynamic Assessment on Working Memory Span of EFL Learners while Listening

A knowledge‐structure‐based adaptive dynamic assessment system for calculus learning

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