A3 Book section, Chapters in research books
“I could learn more words” : involving stakeholders in defining L2 English reading constructs in diagnostic and dynamic assessment (2024)


Leontjev, D., Huhta, A., & Koskela, K. (2024). “I could learn more words” : involving stakeholders in defining L2 English reading constructs in diagnostic and dynamic assessment. In M. Kivilehto, L. Lahti, T. Pitkänen, E. Pitkäsalo, & M. Tervola (Eds.), Tutkimuksellisia siltoja rakentamassa (pp. 186-210). Suomen soveltavan kielitieteen yhdistys. AFinLA:n vuosikirja, 2024. https://doi.org/10.30661/afinlavk.143435


JYU authors or editors


Publication details

All authors or editorsLeontjev, Dmitri; Huhta, Ari; Koskela, Kristina

Parent publicationTutkimuksellisia siltoja rakentamassa

Parent publication editorsKivilehto, Marja; Lahti, Laura; Pitkänen, Taina; Pitkäsalo, Eliisa; Tervola, Maija

ISBN978-951-9388-79-3

Journal or seriesAFinLA:n vuosikirja

eISSN2343-2608

Publication year2024

Publication date06/11/2024

Number in series2024

Pages range186-210

Number of pages in the book375

PublisherSuomen soveltavan kielitieteen yhdistys

Publication countryFinland

Publication languageEnglish

DOIhttps://doi.org/10.30661/afinlavk.143435

Publication open accessOpenly available

Publication channel open accessOpen Access channel

Publication is parallel published (JYX)https://jyx.jyu.fi/handle/123456789/98332

Additional informationSuomen soveltavan kielitieteen yhdistyksen julkaisuja ; 81
Suomen soveltavan kielitieteen yhdistyksen AFinLAn syyssymposium Tampereen yliopistossa 9.–11.11.2023


Abstract

There has been a growing effort to combine two L2 (second/foreign language) assessment frameworks that aim to promote student learning but have different theoretical roots – diagnostic and dynamic assessment. This paper focuses on identifying and operationalising L2 English reading constructs in such a novel assessment framework. We will argue that constructs in this assessment framework should include a view of how they develop and, ultimately, actions that should be taken to guide this development. Focusing on the data from teachers (n=43) and learners (n=725) but also Matriculation Examination item writers and raters (censors; n=22), we propose a procedure for defining and operationalising assessed constructs that combines their theoretical understanding and conceptions, understandings, and actions by these stakeholders. We discuss these data with reference to how constructs and their development are understood in the two assessment frameworks.


KeywordsEnglish languagesecond languagereadingteaching and instructionreading comprehensionliteracyevaluationdynamic natureevaluation methodstestsforeign languageslanguage teaching

Free keywordsdynamic assessment; diagnostic tests; foreign language reading instruction; reading comprehension


Contributing organizations


Ministry reportingYes

VIRTA submission year2024

Preliminary JUFO rating1


Last updated on 2024-30-11 at 20:05