Learner feedback on computerized dynamic assessment

3A.3
Learner Feedback on Computerized Dynamic Assessment

Yanfeng YANG (Dongguan University of Technology)
David D. QIAN (The Hong Kong Polytechnic University)

Predicated on Vygotsky’s socio cultural theory, dynamic assessment (DA) integrates assessment with teaching in a single activity in which mediation is provided when a learner encounters difficulties in the process. Facilitated by computer technology, computerized dynamic assessment (CDA) makes it possible to extend DA research to large scale studies, which are impractical in DA, since the mediator learning interaction is individualized and time consuming. There were positive findings from previous CDA studies but not much was reported on learner’s feedback on CDA. The present study addressed this issue by looking into (1) learners’ perceptions of CDA in relation to promoting their reading comprehension ability, (2) learners’ evaluations of mediation contents, (3) learners’ preference s of CDA, and (4) their perceptions of the possibility of the application of CDA in large scale assessment. One hundred and twenty five Chinese EFL university students completed an open ended questionnaire upon their completion of a CDA which was devised by the researchers based on an authentic test for English majors in Mainland China. Qualitative analysis using NVIVO was conducted on the questionnaire data. Results show that learners’ feedback on CDA is highly positive. A majority of the learners believed that CDA is useful in promoting their reading comprehension ability, especially in enhancing their thinking ability during reading. The efficacy of CDA’s immediate feedback on learners’ incorrect choices is widely acknowledged by the learners in that the timely mediation improved their response efficiency and accuracy since they realized their mistakes with the assistance of the mediations and
thought more thoroughly before moving to the next choice. Learners were positive about the three levels of mediation provided by the CDA program though the second level of mediation was most favored. It was found that CDA was popular among the learners not only because of its efficacy in promoting learners’ reading ability but also because of its innovation, novelty and usefulness in fostering learner autonomy in language learning.
However, the learners who were negative towards the possibility of the application of CDA to large scale assessment outnumbered those who held a positive view in this regard. Possible under lying reasons leading to this result are discussed. We will also discuss the potential contribution of the present study to language learning and teaching and to future research, especially in computer assisted language learning.