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
Ministry reporting: Yes
Preliminary JUFO rating: 1
