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Download full textBarabadi, Elyas; Khajavy, Gholam Hassan; Kamrood, Ali Mehri – International Journal of Instruction, 2018
The current study reports the results of a project aimed at assessing L2 listening comprehension by drawing on two approaches to dynamic assessment: interventionist and interactionist. The former approach was actualized by providing two graduated hints which were fixed and standardized for all test takers while the latter was actualized by asking…
Descriptors: Intervention, Interaction, Listening Comprehension, Listening Comprehension Tests
Direct linkMohamadi Zenouzagh, Zohre – Asia Pacific Education Review, 2019
This study investigated the effect of online summative and formative assessments on 30 Iranian English as foreign language teachers' teaching competences. Everything being equal in terms of participant homogeneity and classroom video-based teacher induction for 21 sessions, significant differences in teaching competence improvements on three…
Descriptors: Portfolios (Background Materials), Formative Evaluation, Summative Evaluation, Writing Evaluation
Ebadi, Saman; Saeedian, Abdulbaset – Teaching English with Technology, 2016
Dynamic Assessment (DA) is a postmodern notion in testing which sees instruction and assessment as inextricably mingled contending that learners will progress if provided with dynamic interactions. The main purpose of the study is to see if the scores generated by the computerized dynamic assessment (C-DA) which is grounded in Vygotsky's…
Descriptors: Instructional Design, Second Language Learning, Second Language Instruction, Postmodernism
