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dc.contributor.authorOmidire, Margaret Funke
dc.contributor.authorBouwer, A.C., 1946-
dc.contributor.authorJordaan, J.C.
dc.contributor.authorBouwer, Cecilia, 1946-
dc.date.accessioned2019-10-28T04:25:42Z
dc.date.available2019-10-28T04:25:42Z
dc.date.created2018-09-04 23:49
dc.date.issued2012-05-07
dc.identifieroai:repository.up.ac.za:2263/18684
dc.identifierOmidire, MF, Bouwer, AC & Jordaan, JC 2011, 'Addressing the assessment dilemma of additional language learners through dynamic assessment', Perspectives in Education, vol. 29, no. 2, pp. 48-60.
dc.identifier0081-2463
dc.identifierhttp://hdl.handle.net/2263/18684
dc.identifier.urihttp://hdl.handle.net/20.500.12424/2375776
dc.description.abstractMany learners with an additional language (AL) as their language of learning and teaching (LoLT) have
 not acquired the level of proficiency required for them to demonstrate their knowledge and achieve the
 desired outcome on assessment tasks given in that language. Using instruments designed for fully fluent
 learners and covertly including proficiency in the AL when assessing them academically or clinically,
 is inequitable and certainly yields invalid results. The notion of language of learning, teaching and
 assessment (LoLTA) should replace LoLT to represent the dilemma more accurately. This paper reports
 on empirical research in Nigeria using curriculum-based dynamic assessment (CDA) as an alternative
 method of assessment of AL learners in mainstream education. The study aimed to determine the influence
 of the CDA procedure on the performance and affect of AL learners. Eight learners in Grade 8 selected
 from two schools participated in a process of debriefing and mediation during three continuous assessment
 cycles and the end-of-term examination in Business Studies and Integrated Science. The assessments
 were mediational in nature as they contained linguistic adaptations of the questions and incorporated
 a glossary of assessment terms. The results suggest a generally positive influence of CDA, although to
 varying degrees, on participants’ performance and affect. The school context also has a crucial influence
 on these two aspects.
dc.description.abstracthttp://journals.sabinet.co.za/ej/ejour_persed.html
dc.description.abstractgv2012
dc.languageen
dc.language.isoeng
dc.publisherFaculty of Education, University of the Free State
dc.rightsFaculty of Education, University of the Free State
dc.subjectCurriculum-based dynamic assessment
dc.subjectAdditional language
dc.subjectDynamic assessment in continuous assessment
dc.subjectMediational assessment
dc.subjectEquity in assessment
dc.subjectEquity in education
dc.subjectEducational tests and measurements
dc.titleAddressing the assessment dilemma of additional language learners through dynamic assessment
dc.typeArticle
ge.collectioncodeOAIDATA
ge.dataimportlabelOAI metadata object
ge.identifier.legacyglobethics:14997488
ge.identifier.permalinkhttps://www.globethics.net/gel/14997488
ge.lastmodificationdate2018-09-04 23:49
ge.lastmodificationuseradmin@pointsoftware.ch (import)
ge.submissions0
ge.oai.exportid149801
ge.oai.repositoryid7551
ge.oai.setnameEducational Psychology
ge.oai.setnameEducation
ge.oai.setnameUniversity of Pretoria: Research Output
ge.oai.setnameResearch Articles (Educational Psychology)
ge.oai.setnameResearch Articles (University of Pretoria)
ge.oai.setspeccom_2263_1758
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ge.oai.setspeccom_2263_76
ge.oai.setspeccol_2263_1759
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ge.setnameGlobeEthicsLib
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ge.linkhttp://hdl.handle.net/2263/18684


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