Student Collaboration and Teacher-Directed Classroom Dynamic Assessment: A Complementary Pairing
By K. Davin, Richard Donato. 2013
98 citations recorded by the source corpus.
This article examines collaboration during small-group tasks with young language learners studying Spanish. After five days of classroom dynamic assessment (DA) targeting WH-question formation, students worked in small groups on a collaborative writing task. This research sought to determine whether learners were able to mediate their peers during this task and if so, whether this mediation might be traced back to participation in classroom DA. Findings revealed that students drew upon collective knowledge to complete the task. While the learners did not appropriate forms of mediation used during DA, characteristics such as repetition and first language usage appeared in peer scaffolding. We conclude that classroom DA can be supplemented by small-group tasks and that assistance, albeit in different forms, emerged in these two contexts.
Subfields: Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/b5c866f07210f3754c84a3a223aa5237b5ce7960
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
Citations in the corpus
- Integration of dynamic assessment and instructional conversations to promote development and improve assessment in the language classroom (2013, methodology): “In this approach, mediation prompts are arranged in a hierarchical manner from implicit to explicit with a numerical value representing their position in the sequence (Davin & Donato, 2013; Lantolf & Poehner, 2004; Poehner & Lantolf, this issue).”