A Construction of a Dynamic Assessment Mechanism for Blended English Writing
DOI:
https://doi.org/10.54691/4g8dhp51Keywords:
Blended Learning; English Writing; Dynamic Assessment.Abstract
In recent years, a"teaching-evaluation integrated" assessment model has emerged-Dynamic Assessment(DA), which has gradually become a hot topic for scholars at home and abroad. Whereas the effectiveness of dynamic assessment has been investigated in multiple contexts, it has been under-investigated in the context of blended learning mode for writing performance. To address this gap, this study aims to construct a dynamic assessment mechanism for blended English writing. Based on Vygotsky’s socio-cultural theory,the dynamic assessment theory system is integrated into the entire process of English writing teaching. The author hopes that this paper can lay a solid theoretical foundation for the smooth implementation of dynamic assessment research, construct a reasonable dynamic assessment mechanism, and provide a feasible paradigm for the application of dynamic assessment theory in writing teaching.
Downloads
References
[1] Bereiter, C., & Scardamalia. (1987). The Psychology of written composition. New York: Routledge.
[2] Davin K J, Troyan F J, & Hellmann A L. (2014). Classroom dynamic assessment of reading comprehension with second language learners. Language and Sociocultural Theory, (1), 1-23.
[3] Ellis, R&G. Barkhuizen. (2005). Analyzing Learner Language. Oxford: Oxford University Press.
[4] Ebadi, S., & Rahimi, M. (2019). Mediating EFL learners ’ academic writing skills in online dynamic assessment using Google Docs. Computer Assisted Language Learning, 32(5-6), 527-555.
[5] Feuerstein, R. Y. Rand. & Hoffman. M. (1979). The Dynamic Assessment ofRetarded Performers: The Learning Potential Assessment Device, Theory, Instruments, and Techniques. Baltimore: University Park Press.
[6] Garrison D R, Anderson T, Archer W.Critical Thinking. (2001). Cognitive Presence, and Computer Conferencing in Distance Education. American Journal of Distance Education, (1): 7-23.
[7] Grabe, W., & Kaplan, R. B. (1996). Theory and practice of writing. New York: Longman.
[8] Sternberg, R. J., & Grigorenko, E. L. (2002). Dynamic Testing: The Nature and Measurement ofLearning Potential . Cambridge: Cambridge University Press.
[9] Haywood, H.C., Lidz. (2007). Dynamic assessment in practice: Clinical and educational applications. Cambridge: CUP.
[10] Hadidi, A. (2023). Comparing summative and dynamic assessments of L2 written argumentative discourse: Microgenetic validity evidence. Assessing Writing, 55.
[11] Kushki Ali and Rahimi Mohammad and Davin Kristin J. (2022). Dynamic assessment of argumentative writing: Mediating task response. Assessing Writing.
[12] Luria, A. (1961). Study of the abnormal child. American Journal of Orthopsychiatry: A Journal ofHuman Behavior, (31): 1-16.
[13] Lantolf J P & M E Poehner. (2004). Dynamic assessment: Bringing the past into the future. Journal ofApplied Linguistics, (1): 49-74.
[14] Poehner, M. E.（2005）. Dynamic Assessment ofOral Proficiency among Advanced L2 Learners of French, Unpublished doctoral thesis, The Pennsylvania State University, Philadelphia.
[15] Poehner, M. E , Lantolf J P. (2013). Bringing the ZPD into the equation: Capturing L2 development during Computerized Dynamic Assessment (C-da). Language Teaching Research.
[16] Poehner Matthew E., Yu Lu. (2021). Dynamic assessment of L2 writing: Exploring the potential of rubrics as mediation in diagnosing learner emerging abilities. TESOL Quarterly, 56(4): 1191-1217.
[17] Qian, X., Meng, Y. R., & Yue, Z. (2023). Investigating the effectiveness of DA-embedded blended teaching on students ’ development of paraphrasing skill of academic English. Foreign Language Education, 44(02), 63-68.
[18] Tzuriel, D.R, Kaufman, L. (1999). Mediated learning and cognitive modifiability: Dynamic assessment of young Ethiopian immigrant children to Israel. Journal of Cross Cultural Psychology, (30):79-84.
[19] Tzuriel, D., & Shamir, A. (2002). The effects of mediation in computer-assisted dynamic assessment. Journal of Computer Assisted Learning, 18(1), 21-32.
[20] Tabatabee M, Alidoust M & Sarkeshikian A. (2018). The effect of interventionist and cumulative group dynamic assessments on EFL learners ’ writing accuracy. Applied Linguistics Research Journal, 2(1): 1-13.
[21] Vygotsky, L. (1978). Mind in Society :The Development ofHigher Psychological Processes, Cambridge, MA: Harvard University Press.
[22] Weigle, S. C. (2002). Assessing writing. Cambridge: Cambridge University Press.
[23] Yang, Y.and Qian, D. D. (2022). Enhancing EFL Learners ’ Reading Proficiency through Dynamic Assessment. Language Assessment Quarterly.
[24] Zhang, Yanhong, and Jiao Xi. (2022). Fostering Self-Regulated Young Writers:Dynamic Assessment of Metacognitive Competence in Secondary School EFL Class. Language Assessment Quarterly (1): 1-20.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Scientific Journal of Technology
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
