Teacher Mediation, Learner Reciprocity and Academic Writing Development
This chapter discusses teacher mediation and learner reciprocity in view of my research on dynamic assessment (DA) of academic writing for business studies in distance education. A detailed account of both teacher mediation and learner reciprocity is pres
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Dynamic Assessment of Students’ Academic Writing Vygotskian and Systemic Functional Linguistic Perspectives
Dynamic Assessment of Students’ Academic Writing
Prithvi N. Shrestha
Dynamic Assessment of Students’ Academic Writing Vygotskian and Systemic Functional Linguistic Perspectives
123
Prithvi N. Shrestha School of Lang and Applied Linguistics The Open University Milton Keynes, Buckinghamshire, UK
ISBN 978-3-030-55844-4 ISBN 978-3-030-55845-1 https://doi.org/10.1007/978-3-030-55845-1
(eBook)
© Springer Nature Switzerland AG 2020 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
For Monica, Sandesh and Sankalpa
Preface
This book originates in my long-term interest in how assessment can support student learning, particularly academic writing development. As an academic writing teacher and researcher, I have encountered issues around students’ academic writing when teaching and marking assignments on discipline-based academic writing courses. I wanted to address these issues through systematic research, thereby enabling myself to formally investigate my own professional practices. For this, I undertook a research project which examined the potential of a Vygotsky-inspired assessment approach called dynamic assessment (DA) that blends assessment with teaching, to assess and promote academic writing development in business studies at The Open University, UK, as part of my doctoral study (EdD). This book draws on the data primarily from that research to demonstrate how DA-based academic writing assessment procedures in higher education may promote academic writing development, including conceptual development in a discipline. The research reported in this book was motivated by current a
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