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Instructed assessment and assessed instruction: a review of dynamic assessment and ways forward
Educational Psychology in Practice Pub Date : 2019-05-28 , DOI: 10.1080/02667363.2019.1617113 Shima Ghahari 1 , Ali Nejadgholamali 1
Educational Psychology in Practice Pub Date : 2019-05-28 , DOI: 10.1080/02667363.2019.1617113 Shima Ghahari 1 , Ali Nejadgholamali 1
Affiliation
ABSTRACT The paper outlines current advancements in dynamic assessment (DA), an approach that has much intuitive appeal for many second language acquisition practitioners, yet that has to date failed to take root in language classrooms. DA distinguishes itself from other approaches to assessment by insisting that mediated assistance of the examinee’s performance, through prompts, hints, or leading questions, is crucial to understanding his/her abilities and promoting development during the assessment process. In this paper, the theoretical background of DA, different approaches to it, and teacher training requirements for optimal DA practices are reviewed, and implications for language classrooms research are suggested.
中文翻译:
指导性评估和评估性教学:动态评估和前进方向的回顾
摘要 本文概述了动态评估 (DA) 的当前进展,该方法对许多第二语言习得从业者具有很大的直观吸引力,但迄今为止未能在语言课堂中扎根。DA 与其他评估方法不同,它坚持通过提示、提示或引导性问题对考生的表现进行中介帮助,这对于了解他/她的能力和促进评估过程中的发展至关重要。本文回顾了 DA 的理论背景、不同的方法以及最佳 DA 实践的教师培训要求,并提出了对语言课堂研究的启示。
更新日期:2019-05-28
中文翻译:
指导性评估和评估性教学:动态评估和前进方向的回顾
摘要 本文概述了动态评估 (DA) 的当前进展,该方法对许多第二语言习得从业者具有很大的直观吸引力,但迄今为止未能在语言课堂中扎根。DA 与其他评估方法不同,它坚持通过提示、提示或引导性问题对考生的表现进行中介帮助,这对于了解他/她的能力和促进评估过程中的发展至关重要。本文回顾了 DA 的理论背景、不同的方法以及最佳 DA 实践的教师培训要求,并提出了对语言课堂研究的启示。