Implementing dynamic assessment of vocabulary development as a trialogical learning process: A practice of teacher support in primary education schools

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Abstract

Dynamic Assessment (DA) has received a considerable amount of attention in the educational sciences and beyond. DA combines instruction or feedback with assessment or testing within a single activity. DA has great potential for classroom practices, but has not been implemented in many classrooms yet. In this article, we argue that teacher educators play an important role in implementing DA in classrooms. We describe a specific instrument that can be used for dynamically assessing children’s vocabulary development in primary school classrooms. We give examples and present some preliminary results of the implementation of this DA instrument based on experiences in primary education schools in the Netherlands. Furthermore, we use the notion of a trialogical learning process to highlight that the collaboration and interaction between teachers and teacher educators are mediated through tools (i.e., DA instruments and materials) that are further developed and may in the end lead to changes in teaching and assessment practices.
Original languageEnglish
Pages (from-to)329-340
JournalLanguage Assessment Quarterly
Volume13
Issue number4
DOIs
Publication statusPublished - 2016

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primary education
learning process
vocabulary
teacher
school
classroom
educator
Primary School Education
Dynamic Assessment
Learning Process
Vocabulary Development
primary school
Netherlands
instruction
present
Teaching
interaction
science

Cite this

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title = "Implementing dynamic assessment of vocabulary development as a trialogical learning process: A practice of teacher support in primary education schools",
abstract = "Dynamic Assessment (DA) has received a considerable amount of attention in the educational sciences and beyond. DA combines instruction or feedback with assessment or testing within a single activity. DA has great potential for classroom practices, but has not been implemented in many classrooms yet. In this article, we argue that teacher educators play an important role in implementing DA in classrooms. We describe a specific instrument that can be used for dynamically assessing children’s vocabulary development in primary school classrooms. We give examples and present some preliminary results of the implementation of this DA instrument based on experiences in primary education schools in the Netherlands. Furthermore, we use the notion of a trialogical learning process to highlight that the collaboration and interaction between teachers and teacher educators are mediated through tools (i.e., DA instruments and materials) that are further developed and may in the end lead to changes in teaching and assessment practices.",
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AB - Dynamic Assessment (DA) has received a considerable amount of attention in the educational sciences and beyond. DA combines instruction or feedback with assessment or testing within a single activity. DA has great potential for classroom practices, but has not been implemented in many classrooms yet. In this article, we argue that teacher educators play an important role in implementing DA in classrooms. We describe a specific instrument that can be used for dynamically assessing children’s vocabulary development in primary school classrooms. We give examples and present some preliminary results of the implementation of this DA instrument based on experiences in primary education schools in the Netherlands. Furthermore, we use the notion of a trialogical learning process to highlight that the collaboration and interaction between teachers and teacher educators are mediated through tools (i.e., DA instruments and materials) that are further developed and may in the end lead to changes in teaching and assessment practices.

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