scholarly journals Dynamic Assessment in Education: A Case-Study of Chinese-Speaking EFL Classroom

2020 ◽  
Vol 8 (12) ◽  
pp. 6967-6977
Author(s):  
Hind Al Fadda ◽  
Muhammad Afzaal ◽  
Phillip J. Haberman
Keyword(s):  
Dynamic Assessment

A Review of Empirical Studies in L2 Dynamic Assessment

2015 ◽  
Vol 38 (1) ◽  
Author(s):  
Qinghua Li ◽  
Di Li
Keyword(s):  
Second Language Acquisition ◽  
Dynamic Assessment ◽  
Empirical Studies ◽  
Potential Method ◽  
Competence Development ◽  
Small Samples ◽  
Case Study Methodology ◽  
Complementary Role ◽  
Study Methodology

AbstractThe present paper reviews 25 studies conducted in the domain of L2 (second/foreign language) dynamic assessment (DA) in recent years. It begins with a survey of relevant research, then discusses some of the major findings and problems, and finishes with some suggestions for further research. The main findings of the review are as follows: (a) DA has the potential to promote L2 competence development; (b) both the interactionist approach and interventionist approach have attracted the interest of L2 researchers; (c) most studies have focused on small samples; (d) reading and grammatical knowledge have drawn the most attention; (e) group DA may be a potential method to advance L2 competence development in both the focused individual and the other members of the group; (f) computers might play a complementary role to humans acting as mediators; and (g) case study methodology has been the overwhelming choice for experimental design. Based on the available research, we suggest that additional studies are called for on the following issues: (a) L2 DA as an approach to measurement, (b) potential mediators, (c) validity issues of L2 DA, (d) the interface between DA and second language acquisition, and (e) the development of L2 classroom teachers.

scholarly journals Spatiotemporal Dynamics of Green Infrastructure in an Agricultural Peri-Urban Area: A Case Study of Baisha District in Zhengzhou, China

Land ◽  
2021 ◽  
Vol 10 (8) ◽  
pp. 801
Author(s):  
Hua Xia ◽  
Shidong Ge ◽  
Xinyu Zhang ◽  
Gunwoo Kim ◽  
Yakai Lei ◽  
...  
Keyword(s):  
Food Security ◽  
Green Infrastructure ◽  
Urban Areas ◽  
Dynamic Assessment ◽  
Ecological Security ◽  
Residential Areas ◽  
Ecological Processes ◽  
The Sustainable Development ◽  
Security Research

Quantifying the dynamics of green infrastructure (GI) in agricultural peri-urban areas is of great significance to the regional ecological security, food security, and the sustainable development of urban integration. Based on remote sensing images, this study aims to provide a spatiotemporal dynamic assessment of the GI in Baisha District from 2007 to 2018 to improve the layout of GI and planning policies from the perspective of ecological security and food security. Research methods include landscape pattern indices, spatial autocorrelations, and grid analyses in this case study. The results suggest that ensuring the dominant position of farmland is critical to maintaining the composition and connectivity of the overall GI. The recreation, inheritance of farming culture, and ecosystem service functions of farmland should be improved to meet the growing needs of urban residents. GI includes the farmland, greenspace, and wetland on both sides of the Jialu River that should be retained and restored as much as possible to protect natural ecological processes. Simultaneously, construction of important urban facilities and residential areas in flooded areas should be banned. A part of the evenly distributed large greenspace patches should be moved to both sides of the Jialu River to increase the agglomeration effect of GI. Optimization measures in this case study also offer a perspective for other agricultural peri-urban areas that have experienced similar urbanization.

scholarly journals The Effects of Dynamic Assessment on Reading Skill Performance: A Study of Indonesian EFL Learners

2020 ◽  
Vol 4 (2) ◽  
pp. 151
Author(s):  
Andri Suherman
Keyword(s):  
Reading Comprehension ◽  
Dynamic Assessment ◽  
Reading Skill ◽  
Efl Learners ◽  
Paired Samples ◽  
Skill Performance ◽  
Efl Teachers ◽  
Post Test ◽  
Different Characteristics

<p>This research article aimed to analyze the effects of Dynamic Assessment (DA) on EFL learners' reading comprehension. The participants in this case study were five Indonesian tertiary-level EFL learners. It investigated whether mediation in DA improve the learners reading comprehension performances and analyzed the extent to which mediation in DA benefit learning. The research methods used were pre-test, mediation, and post-test. The findings revealed two main points. First, the result of the post-test showed an overall improvement for all five students. As indicated by the effect size (0.96) and the result of paired samples t-test (<em>p</em>-value = 0.0028), it can be concluded that the effect of DA on the participants’ reading skill performance was highly significant. Second, mediation in DA appeared to benefit learning with different characteristics in each student. The implications of this study were to provide practical insight to EFL teachers into how mediation can be developed to improve learners' reading skills and to inform EFL teachers with some suggestions to carry out mediations to benefit learning.</p>

Dynamic Assessment of Narrative Abilities of Children With Hearing Loss: Case Study of a Child With Moderate to Severe Hearing Loss

2016 ◽  
Vol 1 (9) ◽  
pp. 68-86
Author(s):  
Areej N. Asad ◽  
Suzanne C. Purdy ◽  
Linda Hand
Keyword(s):  
Hearing Loss ◽  
Language Learning ◽  
Teaching Method ◽  
Learning Experience ◽  
Dynamic Assessment ◽  
Syntactic Analysis ◽  
Severe Hearing Loss ◽  
Narrative Skills ◽  
Children With Hearing Loss

This paper presents a case study of the use of detailed syntactic analysis in a dynamic assessment (DA) of narrative in a child with moderate-severe hearing loss (aged 7;4). DA assesses the child's capability to learn a language skill, as opposed to the skills that the child has at a given moment in time. The purpose of the case study was to examine the way DA can demonstrate learning of the linguistic skills used in narrative. The study examined differences pre- and post-learning mediation (the teaching method of DA) in the quantity of language (number of words, number of utterances), syntactical complexity at clause and phrase level, and verb phrases used in the narratives the child produced at these two times. Positive differences in all these measures were found, indicating that this child had good language learning capacity in narrative. The findings showed that a learning experience focused on the principles of fictional narrative production affected not only the macrostructure, but also the microstructure of the child's narrative skills. This paper discusses how linguistic analysis has the potential for increasing the usefulness of DA to better assess language learning capacities, as opposed to language limitations, in children with hearing loss.

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