11 Commentary: Leontjev, Poehner & Huhta (eds.), Dynamic and diagnostic language assessment. Learning across frameworks to support L2 education 11 Commentary: Leontjev, Poehner & Huhta (eds.), Dynamic and diagnostic language assessment. Learning across frameworks to support L2 education was published in Dynamic and Diagnostic Language Assessm...

Antón's commentary, who reviews the chapters in the volume in light of common #goals and differing #theoretical foundations of #DA and #DiagA, concludes the volume
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10 Conceptualising DIALANG 2.0: Is there a role for mediation in a theory-driven approach to computer-based diagnostic language assessment? 10 Conceptualising DIALANG 2.0: Is there a role for mediation in a theory-driven approach to computer-based diagnostic language assessment? was published in Dynamic and Diagnostic Language Assessment ...

@lukeharding.bsky.social, @tinekebrunfaut.bsky.social, Huhta, and @benjaminkremmel.bsky.social discuss the potential integration of #mediation into #DIALANG2.0. The authors give an overview of #DIALANG and explore #synergies and #distinctions between #DA and #DiagA
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9 A Sociocultural perspective of teachers’ professional development: Using diagnostic assessment to mediate beginning EFL reading 9 A Sociocultural perspective of teachers’ professional development: Using diagnostic assessment to mediate beginning EFL reading was published in Dynamic and Diagnostic Language Assessment on page 21...

Levi, Schlam-Salman, and Russak explore the #impact of #DiagA tools on the #professional #development of #EFL #teachers in Israel, focusing on enhancing their #PCK regarding reading, informed by #Vygotskian #Sociocultural #Theory ( #SCT)
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8 Validity of dynamic language assessment: Re-conceptualizing consequential validity 8 Validity of dynamic language assessment: Re-conceptualizing consequential validity was published in Dynamic and Diagnostic Language Assessment on page 189.

In Chapter 8, Lee argues for #reconceptualising #consequential #validity in light of #DA, proposing an integrated validity framework for DA and #DiagA, focusing on the evaluation of #consequences, #washback, and #learning- and #development-inducing effects of DA and DiagA
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6 Cross-coupling effects of cognitive diagnostic assessment and dynamic assessment 6 Cross-coupling effects of cognitive diagnostic assessment and dynamic assessment was published in Dynamic and Diagnostic Language Assessment on page 133.

Hunte, Jang, and Ignacio explore the #integration of cognitive #DiagA and #DA to enhance #teaching and #learning, particularly for L2 learners and learners with learning disabilities ( #LD), emphasising the transformative potential of such integration
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5 Paving the way for dynamic assessment through diagnostic self-assessment: A comparison of Finnish and Chinese university students 5 Paving the way for dynamic assessment through diagnostic self-assessment: A comparison of Finnish and Chinese university students was published in Dynamic and Diagnostic Language Assessment on page ...

Liontou and Huhta focus on #Finnish and #Chinese university students enrolled in #English courses, investigating alignment between self-assessed and tested #proficiency. The authors advocate for #integrating #DA and #DiagA to improve #self-assessment and address student needs
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4 Attribute-based mediation model for EFL listening: The combination of cognitive diagnostic assessment and dynamic assessment 4 Attribute-based mediation model for EFL listening: The combination of cognitive diagnostic assessment and dynamic assessment was published in Dynamic and Diagnostic Language Assessment on page 73.

Yaru Meng and Hua Fu, in their chapter, explore the complementarity of #DA and cognitive #DiagA to develop an Attribute-based Mediation Model ( #AMM) for #English #listening comprehension, providing a framework for future #research combining DA and cognitive DiagA doi.org/10.1515/9783...