標題: Titlebook: Dynamic Assessment; A Vygotskian Approac Matthew E. Poehner Book 2008 Springer-Verlag US 2008 Language.SLA.Second Language.Sprachentwicklun [打印本頁] 作者: 年邁 時間: 2025-3-21 19:06
書目名稱Dynamic Assessment影響因子(影響力)
書目名稱Dynamic Assessment影響因子(影響力)學科排名
書目名稱Dynamic Assessment網(wǎng)絡公開度
書目名稱Dynamic Assessment網(wǎng)絡公開度學科排名
書目名稱Dynamic Assessment被引頻次
書目名稱Dynamic Assessment被引頻次學科排名
書目名稱Dynamic Assessment年度引用
書目名稱Dynamic Assessment年度引用學科排名
書目名稱Dynamic Assessment讀者反饋
書目名稱Dynamic Assessment讀者反饋學科排名
作者: facetious 時間: 2025-3-21 23:31
The Origins of Dynamic Assessment: Sociocultural Theory and the Zone of Proximal Developmentlopment. The Zone of Proximal Development, or ZPD, was Vygotsky’s solution to overcoming the instruction–assessment dualism. The evolution of this concept in Vygotsky’s writings is traced, as are its relations to other aspects of the theory, namely mediation and internalization. The introduction of 作者: follicular-unit 時間: 2025-3-22 04:00
Prevailing Models of Dynamic Assessment’s work outside Russia. The two broad schools of thought on DA, interventionist and interactionist, are introduced, their strengths and drawbacks assessed, and key studies in their research literatures discussed. Interventionist DA, which emphasizes standardization, offers special advantages such as作者: GRILL 時間: 2025-3-22 04:55
Issues In Dynamic Assessment both because its lack of standardization has made it a popular target of criticism and also because it is in line with Vygotsky’s conceptualization of ZPD-oriented pedagogy and is therefore especially relevant to the classroom. It is argued that interactionist DA’s suitability to classroom applicat作者: single 時間: 2025-3-22 10:12 作者: Platelet 時間: 2025-3-22 16:04
Understanding L2 Development Through Dynamic Assessmentd of DA interactions that help learners to reconsider and think through problems and better enable the mediator to identify the quality of learners’ understanding of relevant linguistic features. The implications for educators and assessors include the following: overestimates and underestimates of 作者: Platelet 時間: 2025-3-22 19:38 作者: insolence 時間: 2025-3-22 22:34
Profiling L2 Development Through Dynamic Assessmentjoint activity involving mediators, learners, and tasks. This functional system is highly dynamic, with responsibilities and contributions shifting as learners develop and tasks are intentionally rendered more challenging in order to compel learners to continually stretch their abilities. In order t作者: 謙卑 時間: 2025-3-23 04:19 作者: receptors 時間: 2025-3-23 08:41 作者: inculpate 時間: 2025-3-23 09:51
1572-0292 acher educators, language testers, classroom practitioners, and students and researchers in the areas of SLA, language pedagogy, and assessment..978-1-4419-4542-6978-0-387-75775-9Series ISSN 1572-0292 Series E-ISSN 2215-1656 作者: Chipmunk 時間: 2025-3-23 15:51
https://doi.org/10.1007/978-3-322-88441-1ality of mediation and reciprocity but also discussion of the specific problem that was the focus of interaction. Examples from L2 DA interactions serve to illustrate each of the stages of the model, as well as the model’s usefulness in understanding problems that occur during DA.作者: aggressor 時間: 2025-3-23 20:35 作者: 厭惡 時間: 2025-3-23 22:28 作者: tariff 時間: 2025-3-24 02:53 作者: 削減 時間: 2025-3-24 09:03
Die Güte der analytischen Aufsatzbeurteilunglopment. The Zone of Proximal Development, or ZPD, was Vygotsky’s solution to overcoming the instruction–assessment dualism. The evolution of this concept in Vygotsky’s writings is traced, as are its relations to other aspects of the theory, namely mediation and internalization. The introduction of 作者: 譏笑 時間: 2025-3-24 12:07 作者: 開花期女 時間: 2025-3-24 16:21 作者: Banister 時間: 2025-3-24 19:45 作者: 不近人情 時間: 2025-3-25 00:19
,Stoffkreisl?ufe bei der Stahlerzeugung,d of DA interactions that help learners to reconsider and think through problems and better enable the mediator to identify the quality of learners’ understanding of relevant linguistic features. The implications for educators and assessors include the following: overestimates and underestimates of 作者: 未開化 時間: 2025-3-25 06:03 作者: 消散 時間: 2025-3-25 08:52 作者: 變化 時間: 2025-3-25 15:13
Wohlstand und Grosstadtkriminalit?tgenerally. In particular, four issues are discussed below. The first two – computer-administered DA and peer-to-peer mediation – have direct implications for L2 teaching, assessment, and learning. The third proposed topic is less pedagogical and concerns a broader conceptualization of applied lingui作者: 畫布 時間: 2025-3-25 17:03 作者: expire 時間: 2025-3-25 22:21 作者: 污點 時間: 2025-3-26 01:58
https://doi.org/10.1007/978-0-387-75775-9Language; SLA; Second Language; Sprachentwicklungsst?rungen; Vygotskian theory; Vygotsky; development; educ作者: debacle 時間: 2025-3-26 06:16
978-1-4419-4542-6Springer-Verlag US 2008作者: Root494 時間: 2025-3-26 09:42
Introducing Dynamic Assessmentame the discussions in subsequent chapters are considered. DA is contrasted with more mainstream approaches to assessment in order to bring to light the qualitatively different orientation to assessment and instruction that DA represents.作者: 庇護 時間: 2025-3-26 16:26 作者: SOBER 時間: 2025-3-26 18:02 作者: 創(chuàng)造性 時間: 2025-3-26 22:42
Toward A Model Of L2 Dynamic Assessmentence of DA sessions, and the object of L2 DA programs. The discussion then turns to a DA program for advanced learners of L2 French based on these principles. The protocols of L2 DA interactions considered in other parts of the book are taken from learners in this program, and so the present discussion also serves to contextualize those examples.作者: 乳汁 時間: 2025-3-27 04:38 作者: laparoscopy 時間: 2025-3-27 08:45
Drucken,ame the discussions in subsequent chapters are considered. DA is contrasted with more mainstream approaches to assessment in order to bring to light the qualitatively different orientation to assessment and instruction that DA represents.作者: SHOCK 時間: 2025-3-27 11:47
,Stoffkreisl?ufe bei der Stahlerzeugung,learners’ abilities can be avoided; the extent of a learner’s problem can be determined; the proper source of difficulty can be ascertained; and sudden changes in a learners’ performance can be documented and explored.作者: Texture 時間: 2025-3-27 16:15
Empirische Befunde zu den Urteilskriterient DA, which is more in line with Vygotsky’s vision of how the ZPD can be used to reorient education to learner development and is therefore more relevant to the classroom. Among the DA models reviewed are those associated with Budoff; Guthke; Carlson and Weidl; Campione, Brown, and Ferrara; and Feuerstein.作者: FLAIL 時間: 2025-3-27 20:50 作者: 沒血色 時間: 2025-3-28 02:00
Prevailing Models of Dynamic Assessmentt DA, which is more in line with Vygotsky’s vision of how the ZPD can be used to reorient education to learner development and is therefore more relevant to the classroom. Among the DA models reviewed are those associated with Budoff; Guthke; Carlson and Weidl; Campione, Brown, and Ferrara; and Feuerstein.作者: Harpoon 時間: 2025-3-28 02:27
Issues In Dynamic Assessmenttion put forth here is that sensitivity to the ZPD rests on two interrelated factors, one pertaining to mediators’ moves and the other to learners’ contributions. Examples are provided of interactions that successfully promote development in the ZPD as well as those that do not.作者: 蔓藤圖飾 時間: 2025-3-28 07:57
Wohlstand und Grosstadtkriminalit?tle outcome – and more on forestalling cognitive decline, particularly among individuals with Alzheimer’s and other forms of dementia. The chapter also includes a reflection on the social agenda of DA.作者: Bridle 時間: 2025-3-28 11:28
Constructing a Future for L2 Dynamic Assessmentle outcome – and more on forestalling cognitive decline, particularly among individuals with Alzheimer’s and other forms of dementia. The chapter also includes a reflection on the social agenda of DA.作者: 表兩個 時間: 2025-3-28 16:51
1572-0292 -based assessment.Offers a more solid integration of second .Dynamic Assessment (DA) reconceptualizes classroom interactions by arguing that teaching and assessment should not be distinct undertakings but must be integrated as a single activity that seeks to understand learner abilities by actively 作者: 不吉祥的女人 時間: 2025-3-28 20:15 作者: VAN 時間: 2025-3-29 01:55 作者: magnanimity 時間: 2025-3-29 04:23
Eberhard von Finckenstein,Fritz Milckeduring a single interaction. Applying these two time scales to the French L2 DA program, mediator-learner interactions during the initial DA session are compared with those of the DA and transcendence (TR) sessions at the end of the program in order to identify development that occurred through participation in DA.作者: Custodian 時間: 2025-3-29 10:51
Book 2008be integrated as a single activity that seeks to understand learner abilities by actively supporting their ongoing development. DA is based in the Vygotskian notion of the Zone of Proximal Development (ZPD) which captures the uniquely human potential to exceed our present capabilities by working in
