Assessing Second Language Learners’ Written Texts: An Interventionist and Interactionist Approach to Dynamic Assessment PROCEEDINGS
Sylvie Thouësny, Dublin City University, Ireland
EdMedia: World Conference on Educational Media and Technology, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE)
Dynamic assessment is commonly viewed as an approach which integrates both teaching and assessment activities at the same time, and is generally classified into two categories: interventionist and interactionist. While interventionist approach is used in computer-based assessment and is well adapted to large-scale assessment, the interactionist approach is said to be more in line with Vygotsky’s concept of the zone of proximal development, mostly with regards to its qualitative orientation, where the aim of the individualised tutoring is to address learners’ issues in a highly flexible way. Following a brief presentation of the main approaches to dynamic assessment, this paper proposes a web-based application based on interventionist as well as interactionist approaches in order to assess unrestricted written language of learners of French. Based on a preliminary use of this web-based application, strengths and limitations of this work-in-progress are discussed.
Thouësny, S. (2010). Assessing Second Language Learners’ Written Texts: An Interventionist and Interactionist Approach to Dynamic Assessment. In J. Herrington & C. Montgomerie (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2010 (pp. 3517-3522). Association for the Advancement of Computing in Education (AACE).
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