“I could learn more words” : involving stakeholders in defining L2 English reading constructs in diagnostic and dynamic assessment
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
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AFinLA:n vuosikirjaDate
2024Copyright
© Kirjoittajat & Suomen soveltavan kielitieteen yhdistys ry, 2024
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.
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Suomen soveltavan kielitieteen yhdistysParent publication ISBN
978-951-9388-79-3Is part of publication
Tutkimuksellisia siltoja rakentamassaISSN Search the Publication Forum
2343-2608Keywords
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https://converis.jyu.fi/converis/portal/detail/Publication/243852501
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