The Interplay between Language Skills and Dynamic Assessment

Abstract

Dynamic assessment (DA), as a pro-learning style of assessment, has been investigated in the educational literature for three decades or more. DA has been encouraged by the dearth of conventional static tests to prepare precise information about the individual's learning abilities, change processes, specific deficient functions, and mediational strategies that are in charge for cognitive modifiability. DA, strongly rooted in Socio-cultural Theory (SCT) and Zone of Proximal Development (ZPD), is essentially defined as an approach which takes into account personal differences and their uses for teaching which accepts intervention in the assessment method. As stated by Lantolf and Poehner (2011), both collaborative functioning and interaction with others in DA differentiates it from traditional assessment. In DA processes, the emphasis is on the process rather than the products of learning. The important point is that dynamic assessment, as opposed to non-dynamic assessment (NDA), does not separate teaching from testing but instead takes them into account as two aspects of the same thing. Many authors have offered that DA could be used in all language skills, while others postulated that it cannot be useful in the ordinary classes. Regarding the significant contributions of DA in EFL/ESL contexts, the present paper, therefore, aims to review some important studies that have implemented DA on different language skills and the process of their research. It brings to the fore different theories underlying DA, including SCT and ZPD. It then elucidates two approaches to DA, namely interactionist and interventionist. It finally suggests some strands of research and emphasizes the implications of other studies conducted on the interplay between language skills and DA.

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

“…Selain itu, mediasi memungkinkan adanya kolaborasi dan interaksi antara pengajar dan pembelajar dalam menyelesaikan penilaian (Mauludin, 2018). Peran mediasi dan intervensi dalam dynamic assessment diprioritaskan untuk meningkatkan pemahaman pembelajar sehingga diperlukan mediasi yang dapat membantu menyelesaikan permasalahan dan mendorong perkembangan kemampuan mereka (Shakki, 2016).…”

“…Instrumen yang dikembangkan sudah memenuhi kriteria dynamic assessment yang menekankan pada pemberian feedback atau umpan balik. Tujuan pemberian umpan balik membantu mahasiswa dalam menyelesaikan permasalahan terkait klasifikasi tumbuhan dan membantu mendorong mahasiswa dalam meningkatkan kemampuan berpikirnya sehingga dapat meningkatkan perubahan pemahaman konsep dengan benar (Amiri & Saberi, 2016;Shakki, 2016). Pemberian umpan balik dalam penelitian ini memungkinkan responden untuk melakukan refleksi diri, meningkatkan motivasi belajar, dan memberikan informasi kepada pengajar untuk merancangan pembelajaran selanjutnya (Marriott, 2009).…”

Meta-analysis as an emerging trend to scrutinize the effectiveness of L2 pragmatics instruction

“…Reviewing the previous findings on pragmatics illustrated slow pragmatic development in a realistic setting (Taguchi, 2019 ). The majority of scholars believe that pragmatic features, like other language skills such as grammar and vocabulary, should be included in classroom pedagogy (Shakki et al, 2016 ). Researchers examined the effectiveness of different instructional methods, such as input- and output-based instruction, explicit and implicit teaching, meta-pragmatic discussion, and teaching within the zone of proximal development (ZPD) (Vygotsky, 1987 ; Alcón-Soler and Martínez-Flor, 2005 ; Kasper and Roever, 2005 ; Martínez-Flor and Alcón-Soler, 2005 ; Rose, 2005 ; Cohen, 2008 ; Takahashi, 2010a , b ; Taguchi, 2011 , 2018 , 2019 ; Birjandi and Derakhshan, 2014 ; Derakhshan and Eslami, 2015 ; Culpeper et al, 2018 ; Derakhshan and Arabmofrad, 2018 ; Blyth and Sykes, 2020 ; Derakhshan and Eslami Rasekh, 2020 ; Derakhshan and Shakki, 2020 ; Irshad and Bukhari, 2020 ; Malmir and Derakhshan, 2020 ; Tajeddin and Alemi, 2020 ; Derakhshan and Cohen, 2021 ; Derakhshan and Malmir, 2021 ; Derakhshan et al, 2021 ; Hernández, 2021 ).…”