Abstract
This chapter discusses how dynamic assessment (DA) is utilized for both instruction and assessment by using universal design for learning (UDL) framework to support inclusive education of young learners with special needs in a program offering French as a foreign language (FFL). The author focuses on incorporating DA in order to better understand student learning in this inclusive, prekindergarten FFL program. There have been some studies conducted with foreign language programs at the elementary level and higher or with typical young learners in an English as a second or foreign language setting; however, there are not enough studies focusing on foreign language programs with special needs students (SNSs) because these programs are not often available to many SNSs due to the practice of exemption. Thus, it is crucial to use DA as a tool for both instruction and assessment to be able to understand SNSs' needs and learning gains. In this chapter, DA is examined and implications for inclusive education are provided.
TopBackground
Assessment and evaluation play a crucial role in foreign language classrooms as teachers are constantly evaluating progress in their students’ language skills both formally and informally. Foreign language teachers make use of both formative and summative assessments. Formative assessments are part of the daily instructional routine. Teachers use formative assessments during instruction to informally evaluate students’ language development, to plan subsequent instruction, and to provide useful feedback to students on their performance (Brown, 2010).
On the other hand, summative assessment is defined as “a method of measuring a person’s ability, knowledge, or performance in a given domain” (Brown, 2010, p. 3). Summative assessment often takes place at the end of a unit of instruction at a time specifically designated for testing. Summative assessments are frequently formal assessments with feedback normally consisting of a letter grade or score that can determine a student’s progress to the next level. Because formative and summative assessments have very different goals, they are usually conducted independent of one another.
Key Terms in this Chapter
Universal Design for Learning (UDL): An instructional approach in which teachers consider diverse learners’ needs in designing instruction instead of providing only adjustments or modifications for individual students with special needs.
Summative Assessment: Evaluating students’ language development to provide overall feedback after certain amount of learning takes place.
Foreign Language Exploratory (FLEX) Program: A foreign language program intended to introduce another language and culture. FLEX programs are also called “exploratory programs” because in these programs one or more languages are taught and students get a chance to explore the language and culture of target language.
Zone of Proximal Development (ZPD): The dynamic zone between what the learner can achieve alone and what the learner can accomplish in collaboration with the assistance of more capable peers.
Dynamic Assessment: A type of assessment in which both teaching and learning take place as a whole activity in harmony with mediation between a learner and more capable peers or a teacher.
Formative Assessment: Evaluating students’ language development to plan subsequent instruction and to provide useful feedback to students on their performance.
Assessment: Making inferences based on students’ learning and development in order to design new learning opportunities for students.
Flexible Dynamic Assessment: The type of dynamic assessment that includes prompts specifically targeted to the individual learner rather than following a series of pre-scripted prompts.
Scripted Dynamic Assessment: The type of dynamic assessment where the prompts are designed towards learner needs in advance or are based on common learner errors.