Titlebook: Dynamic Assessment of Students’ Academic Writing; Vygotskian and Syste Prithvi N. Shrestha Book 2020 Springer Nature Switzerland AG 2020 En

六个才偏离

Dynamic Assessment of Academic Writing and Its Future in Higher Education,g practitioners, and researchers adopting Vygotskian sociocultural theory and Systemic Functional Linguistics. Based on my research, I also discuss some issues that DA researchers and practitioners need to be aware of. The chapter concludes by making remarks about the future of DA in academic writing assessment and pedagogy.

节省

pplying dynamic assessment to assess learners in open and di.This book explores the application of an innovative assessment approach known as .Dynamic Assessment. (DA) to academic writing assessment, as developed within the Vygotskian sociocultural theory of learning. DA blends instruction with asse

整体

Der industrielle Fertigungsbetrieb. and . of the generic features and conceptual development to another academic writing context, thus providing evidence for the potential contribution of dynamic assessment to students’ sustainable writing development (e.g., see Shrestha, .). Implications of this for academic literacy instruction and assessment design are presented.

推测

Transfer of Aspects of Academic Writing to Similar and New Contexts Through Dynamic Assessment,. and . of the generic features and conceptual development to another academic writing context, thus providing evidence for the potential contribution of dynamic assessment to students’ sustainable writing development (e.g., see Shrestha, .). Implications of this for academic literacy instruction and assessment design are presented.

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nominal

disparage

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固定某物

Modell des wissensbasierten Leitstands,ty: the development of higher psychological processes. Harvard University Press, Cambridge, .), especially . and . which are central to dynamic assessment (Lantolf and Poehner in J Appl Linguist 1(1):49–72, .; Lantolf et al. in The Routledge handbook of sociocultural theory and second language devel

ineluctable

s’ academic writing to track their academic writing trajectory in DA research, and iii) it identifies a range of mediational strategies and consequently expands Poehner’s (2005) framework of mediation typologie978-3-030-55847-5978-3-030-55845-1