چکیده:
Approaches to assessment are distinguished mainly by the fact that whether the provision of feedback and modification of learners performance during assessment procedures is of concern or not. In fact, Dynamic Assessment (DA) attempts to integrate assessment and instruction and uses a range of mediational strategies to gain insight into the learners current abilities and to assist them in reaching their learning potentials. Non-Dynamic Assessment (NDA), on the other hand, aims at obtaining a pure and reliable measurement of the learners abilities.The present study was designed to experimentally investigate and compare the effects of feedback offered within the frameworks of Group Dynamic Assessment (G-DA) and Formative Assessment (FA) on the improvement of 34 intermediate Iranian EFL learners writing performance and their capability in transferring the acquired knowledge and skills to new and more challenging tasks. As for the intended treatments, the G-DA students benefited from a model of classroom-based DA including three stages of orientation, execution and control and the FA students received a careful and systematic sequence of instruction, assessment and feedback. The necessary data were collected from the students in-class written drafts and their performance on four non-dynamic writing tests. Results of the analyses, especially, two-way repeated measures ANOVAs, indicated the inherent superiority of the DA group in improving their writing; however, both groups of learners were equally able to transfer the acquired knowledge and skills to new and more challenging writing tasks, which can be attributed to the satisfactory level of internalization and self-regulation they have possibly achieved as a result of the interventions received. Accordingly, it was concluded that systematic feedback offered within the frameworks of these two approaches to assessment can successfully help the learners improve their writing ability.
این امر که آیا فراهم ساختن بازخورد و اصلاح عملکرد فراگیران هم زمان با سنجش آنان باشد یا نه ارزیابی پویا را از ارزیابی غیرپویا متمایز می سازد. پژوهش حاضر با هدف بررسی آزمایشی و مقایسه ی تاثیر بازخورد ارایه شده در چارچوب ارزیابی پویای گروهی و ارزیابی تکوینی (به عنوان نمایندگان این دو رویکرد متفاوت ارزیابی) بر بهبود عملکرد 34 فراگیر ایرانی در مهارت نگارش به زبان انگلیسی و بررسی توانایی آنها در انتقال دانش ومهارتهای کسب شده در فعالیتهای جدید وپیچیده تر طراحی شد. در گروه ارزیابی پویای گروهی، از یک مدل ارزیابی پویای کلاسی بهره بردند که شامل سه مرحله آشناسازی، اجرا و بازبینی بود و فراگیران گروه ارزیابی تکوینی توالی آموزش، ارزیابی و بازخورد را دریافت نمودند. داده ها از نوشته های فراگیران و عملکرد آنها در سه آزمون نگارش غیرپویا بدست آمد. نتایج ارزیابی های کمی به خصوص تحلیل واریانس، برتری گروه ارزیابی پویا را در ارتقای مهارت نگارش نشان داد، اما دو گروه در انتقال دانش ومهارتهای کسب شده به تکلیف های نگارشی جدید وپیچیده تر عملکرد نسبتا یکسانی نشان دادند که این امر را می توان به نائل آمدن هر دو گروه به سطح رضایت بخشی از درونی سازی دانش کسب شده وخوداتکایی نسبت داد. بر این اساس، چنین نتیجه گیری شد که بازخورد نظام مند ارایه شده در چارچوب هر دو رویکرد ارزیابی به طور موفقیت آمیزی قادر به گسترش توانایی نگارش فراگیران می باشد.
خلاصه ماشینی:
The present study was designed to experimentally investigate and compare the effects of feedback offered within the frameworks of Group Dynamic Assessment (G-DA) and Formative Assess- ment (FA) on the improvement of 34 intermediate Iranian EFL learners’ writing performance and their capability in transferring the acquired knowledge and skills to new and more challenging tasks.
g. , Bitchener, & Ferris, 2012; Bitchener & Knoch, 2008; Chandler, 2003; Elwood & Bode, 2014; Ferris, 2003, 2007, 2014; Hyland, 2010; Kang & Han, 2015; Karim & Nassaji, 2018; Storch, 2010).
Although DA has been used to investigate the efficacy of intervention/mediation in a various domains of education and psychology, few studies have employed this framework in the classroom setting and, more specifically, investigated the feasibility of its application in a writing class where offering a systematic form of feedback becomes a challenge for teachers because the learners have different levels of competence and such contexts do not permit the use of one-to-one DA (Alavi, Kaivanpanh, & Shabani, 2012; Poehner, 2009).
g. , Biber, Nekrasova, & Horn, 2011; Bitchener, & Knoch, 2008, 2010; Bitchener & Storch, 2016; Boggs, 2019; Chandler, 2003; Ferris, 2006, 2010, 2014; Guenette, 2007; Karim & Nassaji, 2018; Liu & Brown, 2016, to name a few).
g. , Ableeva, 2010; Kozulin & Grab, 2002; Peña & Gillam, 2000: van Compernolle & Zhang, 2014), few studies in Iranian academic contexts have employed group-dynamic assessment framework in the classroom setting and, more specifically, investigated the feasi- bility of its application in a writing class where offering a systematic form of feedback becomes a challenge for teachers because the learners have different ZPD levels.