Dynamic assessment of literacy: English as a third language |
| |
Authors: | Alex Kozulin Erica Garb |
| |
Institution: | 1.International Center for the Enhancement of Learning Potential,Israel;2.Hebrew University,Israel;3.Association for the Advancement of Education,Jerusalem,Israel |
| |
Abstract: | The aim of this paper is to valuate the applicability of Vygotsky’s sociocultural theory and the concept of dynamic assessment
to the problem of assessing reading comprehension in English as a third language (L3). The study was conducted with immigrant
students from Ethiopia studying at pre-academic centers in Israel. The assessment procedure included a pre-test, mediation,
and post-test. The pre-test was based on a standard reading comprehension placement exam. Based upon the pre-test material,
a very detailed analysis of the required pre-existing knowledge and necessary strategies was then mediated to the students.
The post-test was identical to the pre-test regarding structure, requirements in terms of pre-existing knowledge and strategies,
length, etc., but with different content. The results demonstrated: (1) A dynamic assessment procedure significantly improved
the text comprehension performance of L3 students; (2) The dynamic assessment procedure added information regarding students’
learning potential over and beyond their initial performance level; (3) The learning potential profile of immigrants from
Ethiopia is somewhat different from that of non-immigrant students. |
| |
Keywords: | |
本文献已被 SpringerLink 等数据库收录! |
|