Toward a sociocultural approach to computerized dynamic assessment of the TOEFL iBT listening comprehension test

Abstract

The current study addressed the impact of computerized dynamic assessment (C-DA) on the TOEFL i BT listening comprehension test administered to Iranian EFL learners ( n = 185) who took part in preparation courses on the TOEFL exam in some language centres in Iran. To mediate the test-takers with hints to process the listening questions, a computer software program was developed, and it was meant to produce the following: Actual, mediated, and learning potential scores. Findings of the study indicated that the actual and mediated scores led to significant different mean scores in various listening ability levels in almost all question types. Generally, results highlighted the significant positive impact of C-DA on improving EFL test-takers’ performances in the monologue and dialogue tasks. Teachers were recommended to implement C-DA since the information gained from this sociocultural assessment mode empowers them to provide learners with more individualized and accordingly more effective teaching and assessment strategies.

The comparative effect of group dynamic assessment (GDA) and computerized dynamic assessment (C-DA) on Iranian upper-intermediate EFL learners’ speaking complexity, accuracy, and fluency (CAF)

“…The results of this research are also congruent with Haywood and Lidz's (2007) explanation that DA, as an interactive process, constantly and objectively assesses the students' development in response to signals, tactics, feedback, and so forth that are provided to them throughout the assessment. The study's results are also consistent with prior studies (e.g., Estaji & Forough Ameri, 2020;Pileh Roud & Hidri, 2021;Poehner, 2008;Xiaoxiao & Yan, 2010) on the general efficacy of DA. ZPD is the primary reason for DA, which entails a blended instruction and evaluation process.…”

“…According to Beaumont et al (2011), assessment has long been recognized as a momentous element that plays a beneficial role in both the teaching and learning processes. Numerous English language teaching (ELT) researchers (e.g., Estaji & Forough Ameri, 2020;Pileh Roud & Hidri, 2021;Poehner, 2008) claim that assessment plays an essential role in activating the process of learning and can help the students enhance their learning. Dynamic assessment (DA) is one kind of assessment.…”

“…DA is a process-oriented alternative assessment that promotes learners' responsibility for their own learning (Beaumont et al, 2011). The interaction between instructor and student is crucial in this form of assessment since it reflects the gap between present knowledge and potential knowledge that students are capable to learn (Pileh Roud & Hidri, 2021). DA is regarded as a dynamic approach that integrates teaching and testing in a single educational intervention to improve learning by providing appropriate types of mediation in the form of hints and prompts.…”

Dynamic vs Nondynamic Assessments: Impacts on Intermediate EFL Learners’ Receptive Skills

“…Regarding the effectiveness of DA on students' English learning, some studies have been conducted [10,27,32,[39][40][41][42][43][44][45][46][47][48][49][50][51][52][53][54].…”