Static vs. dynamic assessment of students’ writing exams: a comparison of two assessment modes

Hidri, Sahbi

doi:10.1080/19313152.2019.1606875

Cited by 19 publications

(16 citation statements)

References 44 publications

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“…Even though the results of the previous studies supported the positive effect of DA on writing development of the learners, the study of Hidri (2019) claimed no significant effect of DA on L2 writing development of advanced Omani college EFL learners in a mixed method research design. He stated that DA did not advance test-takers' current level of cognition into a more developed level nor did it predict better cognitive modifiability in the process of dynamic teaching of writing.…”

Section: Dynamic Assessmentmentioning

confidence: 83%

The Effect of Dynamic Assessment on Iranian IELTS Students' Metacognitive Awareness for Reading Strategy and Reading Development

2021

JLLL

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This study investigated the effect of dynamic assessment (DA) on reading comprehension development and metacognitive awareness for reading strategies of Iranian IELTS students within the framework of Poehner ( 2008) who advocated the integration of assessment and instruction in promoting learners' abilities. It was a pretest-treatment-posttest quasi-experimental design in which 71 men and women advanced EFL learners participated. The experimental group (n=35) received DA interventions for the period of 10 weeks (40 hours in total) and the control group (n=36) went through regular teaching methods and static assessment. Two academic IELTS reading comprehension equivalent tests were employed as the pretest and posttest. Also, the metacognitive awareness for reading strategy questionnaire of Mokhtari and Richard (2002) was administered twice (once at the outset and once at the end of the study). The results of an ANCOVA analysis showed that the experimental group outperformed the control group in reading comprehension development. Moreover, a statistically significant difference was found between the metacognitive awareness for reading strategies of the experimental group and that of the control group through the repeated measure AVONA test. Regarding the results, this study recommends teachers and IELTS instructors to consider DA in their test preparation programs.

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Section: Dynamic Assessmentmentioning

confidence: 83%

The Effect of Dynamic Assessment on Iranian IELTS Students' Metacognitive Awareness for Reading Strategy and Reading Development

2021

JLLL

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“…The Zone of Actual Development (ZAD) serves as a diagnosis of what learners currently need to move to the Zone of Proximal Development (ZPD) ( Bakhoda and Shabani, 2019a , 2019b ; Hidri, 2014 ; Poehner and Lantolf, 2005 ). Unlike the ZPD, the ZAD cannot inform us much about the learners’ ability ( Hidri, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

“…Learners sometimes do not profit much from mediation and, therefore, it cannot be conducive to much more learning, especially when their ZAD is well developed and the ability is already matured. When learners with an actual low ability fail to make great leaps in getting higher scores in the mediated performance, this puts into question the efficiency of using DA ( Hidri, 2019 ).…”

Section: Introductionmentioning

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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“…It is portrayed as a general approach rather than a specific type of testing. In DA, varied criteria are extremely considered such as the degree of learning transfer, the amount and type of teaching needed, and pre-to-post teaching gains (Hidri, 2019).…”

Section: Theoretical Background Of 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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Static vs. dynamic assessment of students’ writing exams: a comparison of two assessment modes

Cited by 19 publications

References 44 publications

The Effect of Dynamic Assessment on Iranian IELTS Students' Metacognitive Awareness for Reading Strategy and Reading Development

The Effect of Dynamic Assessment on Iranian IELTS Students' Metacognitive Awareness for Reading Strategy and Reading Development

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

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

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