ABSTRACT

This article is twofold: (a) it explored the impacts of mediation strategies on promoting cognitive modifiability in a dynamic assessment (DA) writing exam among ESP learners, and (b) it compared test-takers’ performance in DA vs. static assessment (SA). The analysis drew on qualitative and quantitative data of a dynamic writing exam of classroom interactions of an experimental group (n = 25) and a Many-Faceted Rasch Measurement (MFRM) analysis of SA of writing test scores of a control group (n = 107). Results showed that, unlike previous studies, DA did not advance test-takers’ current level of thinking into a more developed one nor did it predict better cognitive modifiability. Also, analyses of test scores were not conducive to significant differences in the two groups’ ability. Recommendations called for implementing DA as an additional form of assessment in this EFL context. Pedagogical, research and methodological implications were also highlighted.

摘要

本文有两个方面：（a）在ESP学习者的动态评估（DA）写作考试中探讨了调解策略对促进认知可修改性的影响；（b）比较了测试者在DA与静态评估中的表现（ SA）。该分析利用了实验组（n = 25）课堂互动的动态写作考试的定性和定量数据，以及对照组（n = 107）的SA笔试成绩的SA的多面Rasch测量（MFRM）分析）。结果表明，与以往的研究不同，DA并没有将应试者的当前思维水平提高到更发达的水平，也没有预测更好的认知可修改性。同样，测试分数的分析也不利于两组人能力的显着差异。建议要求在这种EFL环境中将DA用作另一种评估形式。还强调了教学，研究和方法学的意义。