Benefits of Dynamic Assessment for High School Final Test
Abstract
Based on the analysis of the deficiencies in the current University Entrance Examination, this article analyses the external factors affecting the test, it proposes a modern language assessment system such as dynamic assessment and studies the advantages and disadvantages of their application to the High School Final Test. The proposals made here relate to the OPENPAU project (FFI2011-22442) conducted by a consortium of eight universities to review the University Entrance Examination.
Keywords
References
Antón, Marta. “Segunda lengua, evaluación dinámica e inclusión educativa en Estados Unidos.” Revista Educación Inclusiva, 3.1 (2010): 51-66.
Bachman, Lyle F. y Adrian S. Palmer. Language Testing in Practice: Designing and Developing Useful Language Tests. Oxford: OUP, 1996.
España. Ley Orgánica 8/2013, de 9 de diciembre, para la Mejora de la Calidad Educativa. Boletín Oficial del Estado, 10 de diciembre de 2013, núm. 295: 97858-97921.
García Laborda, Jesús; Otero, Nuria y Mary F. Litzler. “Desde Primaria hasta PAU: Dificultades en el aprendizaje de lenguas extranjeras y algunas soluciones.” Respuestas flexibles en contextos educativos diversos. Murcia: Consejería de Educación, Formación y Empleo. 2012.
García Laborda, Jesús; Magal Royo, Teresa; Otero, Nuria; Giménez, José L. y Mary F. Litzler. “Calidad, competencias y evaluación a distancia: Paradigmas para la integración de la sección de lengua extranjera de una Prueba General de Bachillerato asistida por ordenador.” Congreso INFOEDU. Universidad Nacional de Educación a Distancia. 2012.
García Laborda, Jesús; Magal Royo, Teresa y Mary F. Litzler. “Dinamicidad e integración en el desarrollo de exámenes para la Prueba General de Bachillerato a Distancia.” Cafvir Conference. Alcalá de Henares (2012): 226-230.
Hanselman, Beth y Marica Cullen. The RTI Plan. Illinois State Board of Education, 2008.
Instituto Nacional de Evaluación Educativa. Prueba Piloto de Evaluación de la Expresión Oral en Lengua Inglesa en la Prueba de Acceso a la Universidad. Ministerio de Educación, Cultura y Deporte. 2012.
Instituto Nacional de Evaluación Educativa. Estudio Europeo de Competencia Lingüística. Ministerio de Educación, Cultura y Deporte. 2012.
Lantolf, James P. y Matthew E. Poehner. Dynamic Assessment in the Foreing classroom. A Teacher´s Guide. 2nd Edition. The Pennsylvania State University Center for Advanced Language Proficiency Education and Research, 2011.
Lantolf, James P. y Poehner, Matthew E. “Dynamic assessment in the classroom: Vygostkian praxis for second language development.” Language Teaching Research, 15.1 (2011): 11-33.
Lidz, Carol y Julian Elliot. Dynamic Assessment: Prevailing Models and Applications 6. Amsterdam: JAI Elsevier Science, 2000.
Lipka, Orly y Linda Siegel. “The improvement of reading skills of L1 and ESL children using a Response to Intervention (RtI) Model”. Psicothema 22.4 (2010): 963-969.
Lomas, Carlos. Aprender a comunicarse en las aulas. Centro de Profesores de Gijón, Asturias, 1999.
Mathew, Rama: “Review of washback in language testing: Research contexts and methods.” Journal of Language, Identity, and Education, 6.3 (2007): 243-246.
Muñoz, Ana P. y Marta E. Álvarez. “Washback of an oral assessment system in the EFL classroom.” Language Testing, 27.1 (2010): 33 -49.
Oller, John W., Jr. Language Tests at School: A pragmatic Approach. London: Longman, 1979.
Oller, John W., Jr. “A consensus for the eighties?” Issues in Language Testing Research. Rowley, MA: Newbury House (1983): 351-356
Poehner, Matthew E. Dynamic Assessment: A Vygotskian Approach to Understanding and Promoting Second Language Development. Berlin: Springer, 2008.
Vygotski, Lev S. Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press, 1978.
Wall, Dianne. The impact of high-stakes examinations on classroom teaching: A case of study using insights from testing and innovation theory. Cambridge: Cambridge University Press, 2005.
Refbacks
- There are currently no refbacks.
The texts published in this journal, unless otherwise indicated, are subject to a Creative Commons Attribution-Noncommercial-NoDerivativeWorks 3.0.Spain licence. They may be copied, distributed and broadcast provided that the author and the journal that publishes them, @tic. revista d'innovació educativa, are cited. Commercial use and derivative works are not permitted. The full licence can be consulted on Creative Commons
Editor: Servei de Formació Permanent i Innovació Educativa. Tel. 0034 961625030 | Fax. 0034 961625032 | Valencia. España
ISSN: 1989-3477 | Depósito Legal: V5051-2008
Indexed in:
Consortial Journals
