Reconceptualizing Classroom Dynamic Assessment: Lessons from Teacher Practice

Davin, Kristin J.; Rivera, José David Herazo

doi:10.1007/978-3-030-35081-9_10

Cited by 13 publications

(15 citation statements)

References 32 publications

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“…This interpretation of DA, which could be criticized for eschewing the integration of form and function in language lessons, was not surprising considering that the teachers were novices at DA. Most importantly, the teachers’ interpretation of DA, albeit narrow, provided an opportunity for them to rethink how they responded to errors and what that meant for teaching, learning, and assessment (Davin & Herazo, ).…”

Section: The Present Studymentioning

confidence: 99%

L2 Dynamic Assessment: An Activity Theory Perspective

Rivera

Davin

Sagre

2019

The Modern Language Journal

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Because scaffolded feedback is a key component of dynamic assessment (DA) and is present in some forms of corrective feedback (CF), it can be unclear how the 2 frameworks differ. Further complicating the distinction, many second language (L2) DA studies have focused on how a teacher provides mediation as a series of prompts, usually in reaction to a learner's error, and what that implies for L2 development. To investigate distinctions between DA and CF from an empirical stance rather than solely a theoretical one, this study utilized activity theory (AT) to analyze the changes that an English‐as‐a‐foreign‐language teacher experienced in how he responded to learners’ inaccurate utterances as he endeavored to use classroom DA as part of professional development. Findings revealed key distinctions between CF and DA by showing how the discursive tools of mediation were but 1 aspect of change in the teacher's responses, and that other components of the activity system such as subject orientation, division of labor, tools beyond discourse, community, and the outcomes of the responses played a fundamental role in understanding such change. More broadly, findings also revealed how the learning of DA led to a transformation in the teacher's theoretical perspective.

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Section: The Present Studymentioning

confidence: 99%

L2 Dynamic Assessment: An Activity Theory Perspective

Rivera

Davin

Sagre

2019

The Modern Language Journal

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“…The theoretical underpinnings of DA suggest that learners' cognition can be modified through participating in socially-mediated activities (Davin & Herazo, 2020). Teaching, as a socially-embedded activity, brings the opportunity for developing learners' cognition within their ZPD.…”

Section: Theoretical Underpinnings Of G-damentioning

confidence: 99%

“…DA is defined as the integration of assessment and instruction into a unified activity with the aim of promoting learner development (Poehner, 2008). In DA, teachers can assess learners emerging abilities within their ZPD and provide tuned prompts to develop those specific abilities through cognitive or metacognitive mediation (Davin & Herazo, 2020).…”

Section: Theoretical Underpinnings Of G-damentioning

confidence: 99%

“…As a way to unify teaching and assessment, dynamic assessment (DA) has recently been the focus of attention by many researchers (Davin, 2013;Davin & Herazo, 2020). DA is grounded in Vygotsky's (1978) Sociocultural Theory (SCT) of Mind which argues that learning is a social process.…”

Section: Introductionmentioning

confidence: 99%

“…Vygotsky (1978) termed the distance between an individual's current independent problem-solving and assisted performance as ZPD. Assistance can be offered through mediation by a teacher or more experienced peers to help individual learners gain autonomy in handling more challenging linguistic tasks (Davin & Herazo, 2020;Poehner, 2008). Poehner (2009) asserts that it is less feasible for a teacher to have individual interactions with all learners in classroom settings.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Concurrent Group-dynamic Assessment of Intermediate EFL Learners’ Receptive and Productive Vocabulary Size

Noughabi¹,

Amirian

Zareian

2021

PortaLin

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Although research studies on dynamic assessment (DA) yielded promising results to the field of language teaching, scant research attention has been paid to examining the effectiveness of group dynamic assessment (G-DA) in relation to vocabulary development. To this effect, the present mixed-methods study was designed to inspect the potential of concurrent G-DA in enlarging receptive and productive vocabulary size of 56 Iranian intermediate EFL learners. The study used two modalities: the control group, which was taught the selected lexical items through traditional procedures such as using word lists; and the experimental group, which was offered group-based supportive prompts for doing vocabulary exercises within the G-DA framework. The results of a series of independent-samples t-tests indicated the significant effect of G-DA in enhancing receptive and productive vocabulary size of EFL learners. The qualitative data underscored the role of group mediation in increasing learners’ motivation to increase vocabulary uptake within the G-DA framework and maintaining their positive attitude toward G-DA.

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Professional development as Praxis: EFL teachers' challenges in learning to implement dynamic assessment of writing

2023

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The present study adopted a praxis orientation to second language (L2) research and pedagogy to explore the professional development needs of three English as a foreign language (EFL) teachers after their first attempt at implementing dynamic assessment (DA) of essay writing. To date, few studies have examined how teachers learn to implement DA, especially in a context like Iran where the educational system has historically centered upon high‐stakes assessments of learning (Rezagah, 2022). This study sought to understand how existing models of DA professional development could be modified to prepare teachers to implement DA of essay writing through written mediation. Findings revealed three challenges that arose for teachers during their initial attempts at DA implementation: 1) choosing an appropriate target for mediation, 2) delivering graduated mediation, and 3) dedicating sufficient time to the process of DA. We outline each of these three challenges in the findings of this article and their correspondent suggestions for revised future professional development of DA of writing.

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Reconceptualizing Classroom Dynamic Assessment: Lessons from Teacher Practice

Cited by 13 publications

References 32 publications

L2 Dynamic Assessment: An Activity Theory Perspective

L2 Dynamic Assessment: An Activity Theory Perspective

Concurrent Group-dynamic Assessment of Intermediate EFL Learners’ Receptive and Productive Vocabulary Size

Professional development as Praxis: EFL teachers' challenges in learning to implement dynamic assessment of writing

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