Assessing English reading comprehension by Chinese EFL learners in computerized dynamic assessment
نویسندگان
چکیده
Background: Predicated on Vygotsky’s zone of proximal development (ZPD), dynamic assessment (DA) integrates teaching with assessment in a single activity by providing mediation to help learners perform beyond their independent functioning and simultaneously promote learner development. It advantages over traditional psychometric tests in that DA can not only reveal the learners’ actual level of development from their independent performance as what the traditional tests did but also their potential level of development from the mediations the learners need during the mediator-learner interactions. However, the number of learners a DA assessor can help is limited due to the time demand of mediator-learner interactions. To overcome this weakness, researchers are turning to computerized dynamic assessment (C-DA).
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