9 A Sociocultural perspective of teachers’ professional development: Using diagnostic assessment to mediate beginning EFL reading

Chapters in this book

1. Frontmatter I
2. Contents V
3. 1 Dynamic and diagnostic language assessment: Exploring synergies 1
4. 2 Dynamic assessment of L2 writing: Diagnosing and promoting L2 English learners’ academic writing abilities in the ZPD 23
5. 3 Diagnostic assessment of pronunciation in a Korean language classroom: An action research study 53
6. 4 Attribute-based mediation model for EFL listening: The combination of cognitive diagnostic assessment and dynamic assessment 73
7. 5 Paving the way for dynamic assessment through diagnostic self-assessment: A comparison of Finnish and Chinese university students 97
8. 6 Cross-coupling effects of cognitive diagnostic assessment and dynamic assessment 133
9. 7 From diagnostic descriptors to prognostic recommendations: An OPI–DA framework 165
10. 8 Validity of dynamic language assessment: Re-conceptualizing consequential validity 189
11. 9 A Sociocultural perspective of teachers’ professional development: Using diagnostic assessment to mediate beginning EFL reading 213
12. 10 Conceptualising DIALANG 2.0: Is there a role for mediation in a theory-driven approach to computer-based diagnostic language assessment? 237
13. 11 Commentary: Leontjev, Poehner & Huhta (eds.), Dynamic and diagnostic language assessment. Learning across frameworks to support L2 education 265
14. Index