TY - JOUR
T1 - L2 development around tests
T2 - Learner response processes and dynamic assessment
AU - Poehner, Matthew E.
AU - Van Compernolle, Rémi A.
N1 - Funding Information:
3. This project was funded by a grant from the United States Department of Education (Grant Award 421-47 (508P)). However, the contents of this article do not necessarily represent the policy of the Department of Education, and one should not assume endorsement by the Fed-eral Government.
PY - 2013/10/31
Y1 - 2013/10/31
N2 - This paper examines learner response processes during a Dynamic Assessment (DA) of L2 reading comprehension. We present a detailed case analysis of an L2 French learner whose success in responding to a comprehension item obscures her understanding of the text and the challenges it poses. This aligns with research indicating that learners may orient to such assessments as problem-solving rather than comprehension activities (Rupp, Fern, and Choi 2006). In DA, learner response processes are externalized through dialogue with the assessor, or mediator, who does not simply document these processes but intervenes. We trace how the mediator regulates learner orientation to the task, pursues reasons behind learner choices, and cooperates with the learner to create opportunities for learning during the assessment.
AB - This paper examines learner response processes during a Dynamic Assessment (DA) of L2 reading comprehension. We present a detailed case analysis of an L2 French learner whose success in responding to a comprehension item obscures her understanding of the text and the challenges it poses. This aligns with research indicating that learners may orient to such assessments as problem-solving rather than comprehension activities (Rupp, Fern, and Choi 2006). In DA, learner response processes are externalized through dialogue with the assessor, or mediator, who does not simply document these processes but intervenes. We trace how the mediator regulates learner orientation to the task, pursues reasons behind learner choices, and cooperates with the learner to create opportunities for learning during the assessment.
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U2 - 10.1515/iral-2013-0015
DO - 10.1515/iral-2013-0015
M3 - Article
AN - SCOPUS:84891473921
SN - 0019-042X
VL - 51
SP - 353
EP - 377
JO - IRAL - International Review of Applied Linguistics in Language Teaching
JF - IRAL - International Review of Applied Linguistics in Language Teaching
IS - 4
ER -