{"title":"Development of a Computerized Dynamic Assessment Program for Second Language Grammar Instruction and Assessment","authors":"Tina S. Randall, Kimberly Urbanski","doi":"10.1558/lst.21006","DOIUrl":null,"url":null,"abstract":"A computerized dynamic assessment (CDA) program was created to help instructors develop student understanding of second language grammatical features and as a diagnostic and assessment tool. The program (called CDAG) approximates an interactionist approach to dynamic assessment, utilizing hints/prompts calibrated to the student’s answer choice. CDAG allows the instructor to customize language, question type, linguistic features to be assessed, answer choices (including distractors), and mediational prompts: it can thus assess a variety of grammatical structures. To evaluate the effectiveness of CDAG vis-à-vis static assessment, control and CDA groups were compared in terms of mediated and unmediated individual and group scores. The use of CDAG aided in the micro and macrogenetic development of Spanish as a foreign language students’ ability to conjugate Spanish verbs in the future tense. The information CDAG provides about the specific root causes for students’ incorrect answers makes it useful as a diagnostic and assessment tool.","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":null,"pages":null},"PeriodicalIF":0.5000,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language and Sociocultural Theory","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1558/lst.21006","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"LINGUISTICS","Score":null,"Total":0}
引用次数: 0
Abstract
A computerized dynamic assessment (CDA) program was created to help instructors develop student understanding of second language grammatical features and as a diagnostic and assessment tool. The program (called CDAG) approximates an interactionist approach to dynamic assessment, utilizing hints/prompts calibrated to the student’s answer choice. CDAG allows the instructor to customize language, question type, linguistic features to be assessed, answer choices (including distractors), and mediational prompts: it can thus assess a variety of grammatical structures. To evaluate the effectiveness of CDAG vis-à-vis static assessment, control and CDA groups were compared in terms of mediated and unmediated individual and group scores. The use of CDAG aided in the micro and macrogenetic development of Spanish as a foreign language students’ ability to conjugate Spanish verbs in the future tense. The information CDAG provides about the specific root causes for students’ incorrect answers makes it useful as a diagnostic and assessment tool.
期刊介绍：
Language and Sociocultural Theory is an international journal devoted to the study of language from the perspective of Vygotskian sociocultural theory. Articles appearing in the journal may draw upon research in the following fields of study: linguistics and applied linguistics, psychology and cognitive science, anthropology, cultural studies, and education. Particular emphasis is placed on applied research grounded on sociocultural theory where language is central to understanding cognition, communication, culture, learning and development. The journal especially focuses on research that explores the role of language in the theory itself, including inner and private speech, internalization, verbalization, gesticulation, cognition and conceptual development. Work that explores connections between sociocultural theory and meaning-based theories of language also fits the journal’s scope.
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