Dynamic Assessment: A Dialectical Integration of Assessment and Instruction

Dynamic Assessment: A Dialectical Integration of Assessment and Instruction

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Formative assessment (FA), in contrast to product-oriented summative assessment, is carried out in the classroom for the purpose of providing students with developmental feedback. Closely related to instruction, FA is done to analyze both learning goals and the instructional processes involved. This...

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Bibliographic Details
Main Author: Payman Vafaee
Format: Article
Language:English
Published: Columbia University Libraries 2011-05-01
Series:Studies in Applied Linguistics & TESOL
Online Access:https://journals.library.columbia.edu/index.php/SALT/article/view/1422
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spelling doaj-5c52fe2178e04c58996c238aa0f74b632020-11-25T02:07:46ZengColumbia University LibrariesStudies in Applied Linguistics & TESOL2689-193X2011-05-0111110.7916/salt.v11i1.1422Dynamic Assessment: A Dialectical Integration of Assessment and InstructionPayman VafaeeFormative assessment (FA), in contrast to product-oriented summative assessment, is carried out in the classroom for the purpose of providing students with developmental feedback. Closely related to instruction, FA is done to analyze both learning goals and the instructional processes involved. This kind of classroom-based assessment can be used to raise the learners’ awareness of the language content and lesson objectives (Rea-Dickins, 2001; Rea-Dickins, 2006; Rea-Dickins & Gardner, 2000). According to Rea-Dickens (2007), good FA practices provide learners with ample opportunities for language practice through engaging them in collaborative learning activities and offering them self- and peer- assessment opportunities. https://journals.library.columbia.edu/index.php/SALT/article/view/1422
collection DOAJ
language English
format Article
sources DOAJ
author Payman Vafaee
spellingShingle Payman Vafaee
Dynamic Assessment: A Dialectical Integration of Assessment and Instruction
Studies in Applied Linguistics & TESOL
author_facet Payman Vafaee
author_sort Payman Vafaee
title Dynamic Assessment: A Dialectical Integration of Assessment and Instruction
title_short Dynamic Assessment: A Dialectical Integration of Assessment and Instruction
title_full Dynamic Assessment: A Dialectical Integration of Assessment and Instruction
title_fullStr Dynamic Assessment: A Dialectical Integration of Assessment and Instruction
title_full_unstemmed Dynamic Assessment: A Dialectical Integration of Assessment and Instruction
title_sort dynamic assessment: a dialectical integration of assessment and instruction
publisher Columbia University Libraries
series Studies in Applied Linguistics & TESOL
issn 2689-193X
publishDate 2011-05-01
description Formative assessment (FA), in contrast to product-oriented summative assessment, is carried out in the classroom for the purpose of providing students with developmental feedback. Closely related to instruction, FA is done to analyze both learning goals and the instructional processes involved. This kind of classroom-based assessment can be used to raise the learners’ awareness of the language content and lesson objectives (Rea-Dickins, 2001; Rea-Dickins, 2006; Rea-Dickins & Gardner, 2000). According to Rea-Dickens (2007), good FA practices provide learners with ample opportunities for language practice through engaging them in collaborative learning activities and offering them self- and peer- assessment opportunities.
url https://journals.library.columbia.edu/index.php/SALT/article/view/1422
work_keys_str_mv AT paymanvafaee dynamicassessmentadialecticalintegrationofassessmentandinstruction
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