Dynamic Assessment: Integrating Assessment and Instruction for Primary School Learners  

Oleh:

LUCIANA

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 1, page 694-698.
Topik: Dynamic assessment; instruction; mediation; language development
Fulltext: hal 694.pdf (16.58MB)

Isi artikel

Myriad variables are intricately interwoven in L2 learning. Assessment-a sine qua non for learning is supposed to be able to measure learning in accordance with its nature. However, in general, assessment is more often regarded as an enterprise portraying language abilities in compartmentalized specific language tasks. As such, teachers may risk of falsely measuring their learner’ language abilities and understanding their language development. Drawing a framework from the sociocultural theory of Vygostky’s Zone proximal development, therefore, this study argues for Dynamic Assessment (DA). This assessment provides a framework within which instruction and assessment are dialectically intertwined. In particular, this study describes the conceptualization of DA and puts the emphasis on its significance from a practical classroom perspective: a) enabling teachers to optimize their dailybasis instruction as mediation to assess learners’ abilities, b) discerning a deeper understanding of learners’ abilities so as to promote their language development accordingly by offering supportive interaction, c) creating an encouraging learning process through which learners can obtain an on-going assessment, thus reducing test-taking anxiety. This study also reported an implementation of DA in an English primary classroom to illustrate how a student-teacher negotiated instruction and assessment through mediation. The report was based on the data of a two-month internship program in an English class. The student-teacher adopted interventionist DA by using a set of pre-scripted prompts moving from implicit to explicit scales. Such a practice resulted in the learner’s language development profile enabling the student-teacher to assess the learner’s language ability and promote its development.

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