This study examines the design and implementation of a dynamic reading compre- hension task (D-RCT) for classroom use with second language learners. A paper and pencil D-RCT was designed that could be: (1) utilized on a regular basis, (2) adapted to any content, and (3) easily implemented in classrooms where access to technology is limited. The teacher in the present work utilized pre-scripted mediation prompts during the D-RCT that were assigned a numerical value to calculate four scores for each individual student: an actual score, a mediated score, a learning potential score, and a mediation value score. The present study describes the assessment design and analyzes scoring procedures to determine their potential for classroom application. The authors conclude that D-RCTs should be used as a learning tool in second lan- guage classrooms and suggest recommendations for scoring procedures.
- dynamic assessment,
- learning potential score,
Available at: http://works.bepress.com/kristin_davin/5/