In the present chapter, initially the concept of dynamic assessment and different theories underlying this concept will be discussed. Following that different approaches to DA will be elaborated on drawing on the available literature. Phrasal verbs as an important variable in the current study will also be discussed. The chapter concludes with a report of the previous studies carried out pertaining to the variables of the study.
2.1. Dynamic Assessment
DA has been developed as an alternative to ‘static’ types of assessment, namely standardized tests. It is not a replacement for other types of testing but as a complement to them. It was introduced for the first time by Feuerestein in (1950). The purpose of the study was investigation on potential …show more content…
66)
2.2.2 Vygotsky’s Socio-cultural theory
According to sociocultural theory (SCT), higher forms of mental activity are mediated (Lantolf, 2000). The theory explains how mediated minds are developed out of social activity. “SCT seeks to explain how mediated minds (Lantolf and Pavlenko1995) are developed out of particular communities. It is through this social activity that genetically endowed capacities are modified and recognized into higher forms (Ellis, 2oo8, p. 524). It is a theory of higher mental functions and offers a frame work through which cognition can be systematically investigated without isolation it from social context (Xiaoxiao &Yan 2010).
Pohner (2008, p.41) sums up “sociocultural perspective posits a mediated relationship between human and the world. The implication of ZPD is that assistance should be given to the learner during assessment in order to see what they are exactly capable of.
2.2.3. Concept of …show more content…
According to (Lantolf, 2000), mediation can occur by others in social interaction, by self through private speech, and by artifact (i.e. task and technology).
2.2.4 Dynamic Assessment Approaches
Dynamic assessment is commonly described according to the type of “mediated assessment provided to learners to attain their goal ( Lantolf& Pohner, 2004, p. 54). The decision of which DA approach best fit a particular context needs to take into consideration whether the main focus is on the learners’ abilities and the goal of optimally promoting their development.
2.2.4.1 Interventionist DA
A quantitative DA puts a quantitative interpretation on ZPD. Pohner (2008) states that defining characteristic of the interventionist DA is use of “standardized administration procedures and forms assistance in order to produce easily quantifiable results can be used to make comparison between and within groups, and can be contrasted with other measures and used to make prediction about performance on future tests” (p. 18).in this model, typical of test-teach-rest designs, the learners, ZPD is quantitatively computed as the difference between the learners’ performances and scores before and after teacher’s
2.1. Dynamic Assessment
DA has been developed as an alternative to ‘static’ types of assessment, namely standardized tests. It is not a replacement for other types of testing but as a complement to them. It was introduced for the first time by Feuerestein in (1950). The purpose of the study was investigation on potential …show more content…
66)
2.2.2 Vygotsky’s Socio-cultural theory
According to sociocultural theory (SCT), higher forms of mental activity are mediated (Lantolf, 2000). The theory explains how mediated minds are developed out of social activity. “SCT seeks to explain how mediated minds (Lantolf and Pavlenko1995) are developed out of particular communities. It is through this social activity that genetically endowed capacities are modified and recognized into higher forms (Ellis, 2oo8, p. 524). It is a theory of higher mental functions and offers a frame work through which cognition can be systematically investigated without isolation it from social context (Xiaoxiao &Yan 2010).
Pohner (2008, p.41) sums up “sociocultural perspective posits a mediated relationship between human and the world. The implication of ZPD is that assistance should be given to the learner during assessment in order to see what they are exactly capable of.
2.2.3. Concept of …show more content…
According to (Lantolf, 2000), mediation can occur by others in social interaction, by self through private speech, and by artifact (i.e. task and technology).
2.2.4 Dynamic Assessment Approaches
Dynamic assessment is commonly described according to the type of “mediated assessment provided to learners to attain their goal ( Lantolf& Pohner, 2004, p. 54). The decision of which DA approach best fit a particular context needs to take into consideration whether the main focus is on the learners’ abilities and the goal of optimally promoting their development.
2.2.4.1 Interventionist DA
A quantitative DA puts a quantitative interpretation on ZPD. Pohner (2008) states that defining characteristic of the interventionist DA is use of “standardized administration procedures and forms assistance in order to produce easily quantifiable results can be used to make comparison between and within groups, and can be contrasted with other measures and used to make prediction about performance on future tests” (p. 18).in this model, typical of test-teach-rest designs, the learners, ZPD is quantitatively computed as the difference between the learners’ performances and scores before and after teacher’s