Bridging the Gap Between Instruction and Assessment: Examining the Role of Dynamic Assessment in the Oral Proficiency Skills of English-as-an-Additional-Language Learners
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This exploratory study investigated the role of dynamic assessment (DA) in improving the oral proficiency skills of English-as-an-additional-language learners. It focused specifically on speaking test scores and the use of language learner strategies, with the goal of providing empirical evidence as well as pedagogical recommendations. Seven participants were administered a section of the IELTSTM Speaking test in both dynamic and standardized formats. Each test was followed by a think-aloud protocol in order to ascertain participants’ thoughts and strategic behaviours during the testing process. In terms of test scores, results showed no holistic differences, but did show differences in fluency, grammatical range, and lexical resource scores. Scores for grammatical range and lexical resource were higher in DA, while scores for fluency were higher in standardized assessment. An analysis of the participants’ strategic behaviours also showed a greater use of cognitive and metacognitive strategy use in DA. These results point to DA’s potential to facilitate the development of grammatical and lexical abilities as well as to foster the use of language learner strategies within the sample.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it