Chapter 6. Digital social reading annotations as evidence of L2 proficiency
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Frederick J. Poole
Abstract
In this chapter, we put forth an exploratory approach for using digital social reading (DSR) tools and activities to develop and implement performance-based assessments. We argue that by planning tasks for assessment purposes within an assessment for learning framework, second language (L2) educators can systematically collect formative data to make better evaluations of student proficiency levels. In addition, we demonstrate how DSR tools can facilitate this approach to classroom-based assessments. Drawing on data collected from two earlier studies in Chinese L2 classrooms, we demonstrate how engagement with DSR tools can provide evidence of reading proficiency at different levels. We also provide recommendations for designing DSR tasks using the evidence-centered design framework (Yin & Mislevy, 2021) and illustrate how these tasks can be expanded into Integrated Performance Assessments that evaluate other modes of communication, in addition to interpretive reading.
Abstract
In this chapter, we put forth an exploratory approach for using digital social reading (DSR) tools and activities to develop and implement performance-based assessments. We argue that by planning tasks for assessment purposes within an assessment for learning framework, second language (L2) educators can systematically collect formative data to make better evaluations of student proficiency levels. In addition, we demonstrate how DSR tools can facilitate this approach to classroom-based assessments. Drawing on data collected from two earlier studies in Chinese L2 classrooms, we demonstrate how engagement with DSR tools can provide evidence of reading proficiency at different levels. We also provide recommendations for designing DSR tasks using the evidence-centered design framework (Yin & Mislevy, 2021) and illustrate how these tasks can be expanded into Integrated Performance Assessments that evaluate other modes of communication, in addition to interpretive reading.
Chapters in this book
- Prelim pages i
- Table of contents v
- List of contributors vii
- Chapter 1. Introduction 1
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Section I. Focusing on learners
- Chapter 2. Examining graduate students’ positioning identities in collaborative digital annotation tools 22
- Chapter 3. Critical historical literacy in world languages through digital social reading 48
- Chapter 4. Incorporating mindfulness into multiliteracies pedagogy 74
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Section II. Texts, tasks, and teachers
- Chapter 5. Addressing text difficulty in novice L2 digital social reading 104
- Chapter 6. Digital social reading annotations as evidence of L2 proficiency 128
- Chapter 7. Developing digital social reading in source‑based writing 153
- Chapter 8. Conclusion 179
- Index 193
Chapters in this book
- Prelim pages i
- Table of contents v
- List of contributors vii
- Chapter 1. Introduction 1
-
Section I. Focusing on learners
- Chapter 2. Examining graduate students’ positioning identities in collaborative digital annotation tools 22
- Chapter 3. Critical historical literacy in world languages through digital social reading 48
- Chapter 4. Incorporating mindfulness into multiliteracies pedagogy 74
-
Section II. Texts, tasks, and teachers
- Chapter 5. Addressing text difficulty in novice L2 digital social reading 104
- Chapter 6. Digital social reading annotations as evidence of L2 proficiency 128
- Chapter 7. Developing digital social reading in source‑based writing 153
- Chapter 8. Conclusion 179
- Index 193
