Dynamically assessing written language: To what extent do learners of French language accept mediation?

Abstract

In contrast to standardised assessment, Dynamic Assessment (DA) simultaneously combines teaching and assessment activities. It analyses, from a sociocultural perspective, what learners will be able to accomplish in a proximal time frame. The key difference between standardised and dynamic assessment lies in the fact that, in the latter, an expert is allowed to provide assistance to a novice during the assessment process. Mediation, whether in the form of interventions, either embedded in the test itself or provided between a pre-test and a post-test, or in the form of negotiated interactions between mediators and learners, aims not only to help learners complete the task, but also to promote their cognitive development. Whilst an approach to dynamic assessment implies the mediator’s participation, it is equally important to note the involvement of the learner during the activity. Starting from a sociocultural perspective, this paper explores the extent to which mediation is accepted by second language learners of French, when correcting their written essays. More specifically, it investigates how learners respond to interventions, from implicit to explicit, and how they negotiate mediation in terms of acceptance and refusal.

Paper presentation

Thouësny, S. (2010). ”Dynamically assessing written language: To what extent do learners of French language accept mediation?“. Paper presentation. CALICO 2010 Conference, Enhancing Language Learning: Research, Innovation, and Evaluation in CALL, 08-JUN-10 – 12-JUN-10, Amherst College, Amherst, MA, US