Addressing the assessment dilemma of additional language learners through dynamic assessment

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dc.contributor.author Omidire, Margaret Funke
dc.contributor.author Bouwer, A.C., 1946-
dc.contributor.author Jordaan, Joyce C.
dc.date.accessioned 2012-05-07T09:31:20Z
dc.date.available 2012-05-07T09:31:20Z
dc.date.issued 2011
dc.description.abstract Many learners with an additional language (AL) as their language of learning and teaching (LoLT) have not acquired the level of proficiency required for them to demonstrate their knowledge and achieve the desired outcome on assessment tasks given in that language. Using instruments designed for fully fluent learners and covertly including proficiency in the AL when assessing them academically or clinically, is inequitable and certainly yields invalid results. The notion of language of learning, teaching and assessment (LoLTA) should replace LoLT to represent the dilemma more accurately. This paper reports on empirical research in Nigeria using curriculum-based dynamic assessment (CDA) as an alternative method of assessment of AL learners in mainstream education. The study aimed to determine the influence of the CDA procedure on the performance and affect of AL learners. Eight learners in Grade 8 selected from two schools participated in a process of debriefing and mediation during three continuous assessment cycles and the end-of-term examination in Business Studies and Integrated Science. The assessments were mediational in nature as they contained linguistic adaptations of the questions and incorporated a glossary of assessment terms. The results suggest a generally positive influence of CDA, although to varying degrees, on participants’ performance and affect. The school context also has a crucial influence on these two aspects. en_US
dc.description.librarian gv2012 en
dc.description.uri http://journals.sabinet.co.za/ej/ejour_persed.html en_US
dc.identifier.citation Omidire, MF, Bouwer, AC & Jordaan, JC 2011, 'Addressing the assessment dilemma of additional language learners through dynamic assessment', Perspectives in Education, vol. 29, no. 2, pp. 48-60. en_US
dc.identifier.issn 0081-2463
dc.identifier.uri http://hdl.handle.net/2263/18684
dc.language.iso en en_US
dc.publisher Faculty of Education, University of the Free State en_US
dc.rights Faculty of Education, University of the Free State en_US
dc.subject Curriculum-based dynamic assessment en_US
dc.subject Additional language en_US
dc.subject Dynamic assessment in continuous assessment en_US
dc.subject Mediational assessment en_US
dc.subject Equity in assessment en_US
dc.subject Equity in education en_US
dc.subject.lcsh Educational tests and measurements en
dc.title Addressing the assessment dilemma of additional language learners through dynamic assessment en_US
dc.type Article en_US


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