Co‐constructive feedback affordances in integrated performance assessment learner dyads
Bibliographic Data
| ID | 8936183 |
|---|---|
| Authors | Mark Darhower (0000-0002-1429-9686, North Carolina State University Raleigh North Carolina USA, corresponding author), Dawn Smith‐Sherwood (Indiana University of Pennsylvania Indiana Pennsylvania USA) |
| Year | 2025 |
| Volume | 58 |
| Issue | 2 |
| Pages | 278-299 |
| Publication date | 2025-04-14 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12805 |
| OpenAlex | W4409433781 |
| Language | EN |
| Citations received | 3 |
| References cited | 16 |
Integrated Performance Assessments (IPAs) are increasingly prevalent in world language instruction. While researchers have investigated various dimensions of IPAs, only one previous study has analyzed the discursive content of associated teacher‐learner co‐constructive feedback sessions (Adair‐Hauck & Troyan, 2013). The present study examines the feedback affordances generated during co‐constructive feedback sessions with two learner dyads, as well as learner performance in the interpersonal speaking component of four IPA cycles. The findings demonstrated that the learner dyads engaged in the co‐construction of abundant feedback affordances with the researchers and each other, and appear to have utilized some of the affordances in subsequent IPAs, in which three of four participants improved their performance. Research and pedagogical implications of these findings are discussed
Affordance · Cognitive psychology · Constructive · Linguistics · Mathematics education · Process (computing · Programming language · Computer Science · Educational and Psychological Assessments · Psychology · Reflective Practices in Education · Student Assessment and Feedback
Input, Interaction, and Second‐language Acquisition
Assessment literacy and student learning
Beyond feedback
Reconceptualizing Language Assessment Literacy
The Integrated Performance Assessment (IPA)
Research on the Integrated Performance Assessment in an Early Foreign Language Learning Program
Closing the pre and in‐service gap
Integrated Performance Assessment (IPA)
A Descriptive and Co‐Constructive Approach to Integrated Performance Assessment Feedback
The Power of Feedback
Bridging the Language-Literature Divide via Integrated Performance Assessments in an Introductory Hispanic Literature Course
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |