Abstract:
The main purpose of this study was to construct and validate a Computerized version of Dynamic Assessment (C-DA) and examine its effectiveness in enhancing reading comprehension. Feasibility and concern for psychometric properties of testing are issues that have limited the use of DA approaches. In this study, C-DA is offered as a solution for overcoming such limitations. To this end, a software package named Computerized Dynamic Reading Test (CDRT) was developed. The software is capable of providing test takers with strategy-based hints. For each test taker, two scores are assigned by the software; a non-dynamic score which is based on test takers' first try of each item and a dynamic score which is based on the average hints they have employed. One hundred and four university students took the test. The findings of the study indicated that while observing the psychometric standards of testing namely, reliability and validity, C-DA was useful both in improving students' reading comprehension ability and in obtaining information about their potentiality for learning which goes beyond and over the initial performance level. While some test takers made the best use of the hints and could enhance their comprehension of the text, others could not use them to their advantage. The Information obtained from DA enables teachers to provide students with more individualized and consequently more effective instruction.
Machine summary:
"Iranian Journal of Applied Linguistics (IJAL), Vol. 15, No. 1, March 2012, 73-95 Constructing and Validating Computerized Dynamic Assessment of L2 Reading Comprehension Reza Pishghadam a Associate professor in TEFL, Ferdowsi University of Mashhad, Iran Elyas Barabadi MA in TEFL, Ferdowsi University of Mashhad, Iran Received 4 August 2011; revised 20 November 2011; accepted 2 February 2012 Abstract Keywords: Introduction Following the innovations in the field of psychometrics, a new movement has emerged out of Vygotsky`s (1978) ideas which has opened up new horizons for testers and teachers.
Indeed, working in the ZPD which is the distinguishing feature of DA and non-dynamic assessment (NDA) is not simply to help learners get through the task but to help them gain a fundamental understanding of the task so that they can move from the given activity to other new ones; that is, transcendence (Lantolf, 2009; Poehner & Lantolf, 2005).
The t-test was used to determine the statistical significance of the difference between means of dynamic and non- dynamic scores in order to find out if C-DA has been successful in enhancing students' development of reading comprehension.
Indeed, the value of DA in general and EFL dynamic assessment in particular lies in its ability in distinguishing between test takers' initial performance level and their learning potential.
The results of our study indicate that the integration of instruction and assessment via computer in which pre-determined hints (mediation) are given to test takers is both feasible and effective not only in improvement of students' performance in EFL reading comprehension but also in providing us with information concerning students' learning potential."