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 editors: Leontjev, Dmitri; Huhta, Ari; Koskela, Kristina

Parent publication: Tutkimuksellisia siltoja rakentamassa

Parent publication editors: Kivilehto, Marja; Lahti, Laura; Pitkänen, Taina; Pitkäsalo, Eliisa; Tervola, Maija

ISBN: 978-951-9388-79-3

Journal or series: AFinLA:n vuosikirja

eISSN: 2343-2608

Publication year: 2024

Publication date: 06/11/2024

Number in series: 2024

Pages range: 186-210

Number of pages in the book: 375

Publisher: Suomen soveltavan kielitieteen yhdistys

Publication country: Finland

Publication language: English

DOI: https://doi.org/10.30661/afinlavk.143435

Publication open access: Openly available

Publication channel open access: Open Access channel

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

Additional information: Suomen 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.

Keywords: English language; second language; reading; teaching and instruction; reading comprehension; literacy; evaluation; dynamic nature; evaluation methods; tests; foreign languages; language teaching

Free keywords: dynamic assessment; diagnostic tests; foreign language reading instruction; reading comprehension

Contributing organizations

Related projects

Ministry reporting: Yes

VIRTA submission year: 2024

Preliminary JUFO rating: 1