Computerized Dynamic Assessment as a Potential Inclusive Assessment Tool for Reading Comprehension

Introduction

The present chapter investigates the Dynamic Assessment (DA) implementation as a way of inclusive assessment on the students’ performance. Assessment can be broadly defined as collecting data to measure knowledge or skills. Inclusive assessment is regarded as “a fair way of assessing for learning that achieves the objective of measuring the learning outcomes of a course and awarding grades while recognizing student diversity and different learning styles” (Waterfield & West, 2010, p.12). It is seen as a set of actions rather than a concept. Similarly, DA is seen as an umbrella term to refer to a group of approaches “that are linked by a common element, that is, instruction and feedback are built into the testing process and are differentiated on the basis of an individual’s performance” (Elliott, 2003, p.16). DA is accepted as a form of inclusive assessment. Lidz (1987) conceptualizes DA as an interaction between an examiner and a learner that focuses on the tools that can increase cognitive functioning and positive changes in the learners' responses. This chapter will include a study that examined the effect of Computerized Dynamic Assessment (C-DA) on the reading comprehension skills of learners as an inclusive assessment tool.

DA is a concept that derives from the Vygotskian Sociocultural theory of mind perspective. Vygotsky states that “we must not measure the child, we must interpret the child”, (Vygotsky, 1998, p.204). In a similar vein, the main idea of DA is to reveal both actual performances of the students and make some interpretation from their performance under the guidance of mediation. Even though Vygotsky himself asserted neither a specific method for unveiling the development of the performance of students nor a guideline for interpreting their performances, there were assumptions on his theories that the main goal was not just observing and recording the performances of students; it should be a guide to the teachers to promote the students' development (Lantolf & Poehner, 2011). Another concept of Sociocultural Theory that is associated with DA is ZPD which is defined by Vygotsky as “the distance between the actual developmental level as determined by independent problem-solving and the level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers” (Vygotsky, 1978, p. 86). According to DA practitioners, this guidance can be supplied by a teacher or electronic mediator in the DA application. According to Poehner et al. (2015), this perspective has led to a variety of assessments that can be gathered under the umbrella term of DA (e.g. Feuerstein, Feuerstein, & Falik, 2010; Haywood & Lidz, 2007). From the ZPD definition of Vygotsky, the students’ performances without mediation are interpreted as their developed abilities and their performances with mediation are interpreted as their developing abilities.

Lebeer et al. (2011) in a project namely, the DAFFODIL project (Dynamic Assessment of Functioning and Oriented at Development and Inclusive Learning), analyzed assessment types that are more inclusive or other types of alternatives. In this project which is conducted with eight different European countries DA is also presented as a suggestion of an inclusive way of assessment. DA is an approach that can be used in heterogenic groups such as assessing students having different learner styles or having different disabilities or needs. From this point of view, Lebeer et al. (2011) integrate DA into their guidelines as a way of more inclusive assessment.