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Effects of Concurrent and Cumulative Group Dynamic Assessments on EFL Learners' Development of Reading Comprehension Micro-Skills
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Zadkhast, Mahtab; Rezvani, Ehsan; Lotfi, Ahmad Reza – Language Testing in Asia, 2023
The current study set out to investigate the effects of concurrent group dynamic assessment (GDA) and cumulative GDA on Iranian EFL learners' development of reading comprehension micro-skills. To this end, a convenience sample of 60 intermediate undergraduate EFL university students that were selected based on the results of a placement test and…
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Undergraduate Students
The Comparative Effect of Group Dynamic Assessment (GDA) and Computerized Dynamic Assessment (C-DA) on Iranian Upper-Intermediate EFL Learners' Speaking Complexity, Accuracy, and Fluency (CAF)
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Ghahderijani, Behnoosh Heshmat; Namaziandost, Ehsan; Tavakoli, Mona; Kumar, Tribhuwan; Magizov, Rustem – Language Testing in Asia, 2021
This study attempted to check the impact of two dynamic assessment (DA) models on speaking CAF. DA, as opposed to static assessment, is conceived as an interactive approach to assessment that integrates teaching and testing into a unified instructional engagement. To achieve the goals of this research, a convenience sample of 90 upper-intermediate…
Descriptors: Foreign Countries, Alternative Assessment, Group Testing, Computer Assisted Testing
A Phenomenographic Study on Language Assessment Literacy: Hearing from Iranian University Teachers
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Rezai, Afsheen; Alibakhshi, Gudarz; Farokhipour, Sajjad; Miri, Mowla – Language Testing in Asia, 2021
This study aims to disclose the Iranian university teachers' perceptions of the fundamentals of language assessment literacy (LAL). To this aim, using purposive sampling, eighteen university teachers from two Iranian universities were invited to participate in semi-structured interviews. Their viewpoints were audio-recorded, transcribed, and…
Descriptors: Foreign Countries, Phenomenology, Alternative Assessment, Testing Problems
Differential Impacts of E-Portfolio Assessment on Language Learners' Engagement Modes and Genre-Based Writing Improvement
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Pourdana, Natasha; Tavassoli, Kobra – Language Testing in Asia, 2022
Portfolio assessment (PA) as an assessment "for" learning (AfL) alternative has been under-represented in second/foreign language acquisition (SLA) research literature. This study examined the potential impacts of electronic PA (e-PA) on English-as-a-Foreign-Language (EFL) learners' engagement modes in descriptive and narrative genres of…
Descriptors: Electronic Publishing, Portfolio Assessment, Portfolios (Background Materials), College Students
A Case for the Use of the Ability-In Language User-In Context Orientation in Game-Based Assessment
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Lay, Alexandra; Patton, Elizabeth; Chalhoub-Deville, Micheline – Language Testing in Asia, 2017
Dynamic assessments in general, and game-based assessment (GBA) specifically, compel us to rethink prevailing language testing conceptualizations of context. Context has traditionally been portrayed with a cognitive orientation, which focuses on static abilities, ignores complex interactions, devalues the role of tasks in determining scores, and…
Descriptors: Alternative Assessment, Game Based Learning, Evaluation Methods, Language Tests
The Effect of Dynamic Assessment on EFL Reading Comprehension in Different Proficiency Levels
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Ajideh, Parviz; Nourdad, Nava – Language Testing in Asia, 2012
The present study aimed at investigating the effect of dynamic assessment on EFL learners' reading comprehension in different proficiency levels. 197 Iranian university students participated in six groups of this study. The design of the research was quasi-experimental. The results of MANOVA test revealed that while dynamic assessment had…
Descriptors: Foreign Countries, College Students, Second Language Learning, English (Second Language)
An Evaluative Case Study: Reflection-Focused Assessment Performance
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Mahdavinia, Mehdi; Tabatabaei, Badri Modarres; Rahimi, Ali – Language Testing in Asia, 2011
This study is an assessment procedure which focuses on the learners' reflection administered as an alternative assessment strategy at a Teaching Language Course, Azad University, Tehran South Branch at graduate level. In fourteen sessions, thirty participants were involved in a progressive learning through reflection-focused assessment and…
Descriptors: Reflection, Alternative Assessment, Second Language Instruction, Student Centered Learning