Dynamic Assessment of Advanced Second Language Learners
Bibliographic Data
| ID | 8937903 |
|---|---|
| Authors | Marta Antón (Indiana University – Purdue University Indianapolis, corresponding author) |
| Year | 2009 |
| Volume | 42 |
| Issue | 3 |
| Pages | 576-598 |
| Publication date | 2009-08-28 |
| 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/j.1944-9720.2009.01030.x |
| OpenAlex | W2104573305 |
| Language | EN |
| Citations received | 24 |
| References cited | 23 |
This article reports on the implementation of diagnostic assessment in an advanced Spanish language program at the university level. Particular attention is given to the use of dynamic assessment practices as a way to assess language abilities, intervene in learning, and document learners' growth. Dynamic assessment is conceptually based on sociocultural theory, specifically on Vygotsky's notion of Zone of Proximal Development ( Lantolf & Thorne, 2006; Minick, 1987 ). Assessment procedures conducted with third‐year Spanish language majors are described with the purpose of illustrating the potential of dynamic assessment for second language learning contexts. Students took a five‐part diagnostic test. Two parts of the test, the writing and speaking sections, were conducted following dynamic assessment procedures. A qualitative analysis of the results shows that dynamic assessment allows for a deeper and richer description of learners' actual and emergent abilities, which enables programs to devise individualized instructional plans attuned to learners' needs
Alternative assessment · Developmental psychology · Dynamic assessment · Language acquisition · Language assessment · Linguistics · Mathematics education · Qualitative analysis · Qualitative research · Sociocultural evolution · Sociology · Test (biology · Writing assessment · Zone of proximal development · Computer Science · Educational and Psychological Assessments · Innovative Education and Learning Practices · Language Development and Disorders · Psychology
Dynamic Assessment in Second Language Acquisition
Alternative Approaches to Second Language Acquisition
Promoting assessment for learning through dynamic assessment
The Differential Diagnostic Affordances of Interventionist and Interactionist Dynamic Assessment for L2 Argumentative Writing
Dynamic Assessment of IELTS Speaking
Development of a Computerized Dynamic Assessment Program for Second Language Grammar Instruction and Assessment
Towards Post-postmethodism
Evaluar la competencia discursiva en la clase de español como lengua extranjera
Promoting young EFL learners’ listening potential
Developing L2 writing abilities through an instructional enrichment program informed by dynamic assessment
Online peer-dynamic assessment
Diagnosing l2 English learners’ listening difficulties and learning needs through computerized dynamic assessment
Effects of Mobile‐Mediated Dynamic and Nondynamic Glosses on L2 Vocabulary Learning
The Association between Dynamic Assessment of Grammar and Fluid Intelligence
Effects of Group Dynamic Assessment on L2 Chinese learners’ literacy development
Towards new standards in foreign language assessment
Dynamic Assessment of L2 Writing
Improving Organizational Skills in Chinese L2 Learners Through Dynamic Assessment
Dynamic assessment and requesting
Interventionist and interactionist dynamic assessment of argumentative writing in an EFL program
Implementing dynamic assessment in writing in Chinese as a second language
Student Collaboration and Teacher‐Directed Classroom Dynamic Assessment
Promoting interaction and lowering speaking anxiety in an EMI course
Improving L2 Reading Comprehension through Emotionalized Dynamic Assessment Procedures
Dynamic assessment of L2 development
Negative Feedback as Regulation and Second Language Learning in the Zone of Proximal Development
The Role of Tutoring in Problem Solving
The development of past tense verbal morphology in classroom L2 Spanish
'Interaction' in second language performance assessment
Second language interaction
Examining dialogue
The role of task and task-based assessment in a content-oriented collegiate foreign language curriculum
Creating a Culture for the Preparation of an ACTFL/NCATE Program Review
Advanced Proficiency for Foreign Language Teacher Candidates
ACTFL Proficiency Guidelines—Speaking
Ongoing Assessment of a University Foreign Language Program
Dynamic testing
The Use of Tense-Aspect Morphology in Spanish Oral Narratives
| Unique citing works | 24 |
|---|---|
| Citations per year | 1,6 |
| Citation span | 2011 - 2026 (16) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 24 |