The Efficacy of Portfolio Dynamic Assessment Model for Language Learning: A Case Study in Universitas Negeri Surabaya

Background/purpose. The purpose of this study was to analyze the efficacy of the dynamic assessment (DA) Portfolio model for language learning in higher education. This study was conducted in the Indonesian Syntax classroom at Universitas Negeri Surabaya (Unesa).

Materials/methods. The learning topics selected in this study were syntactic functions concluding subject; predicate; object; and adverb. The participants of this study were Unesa students in the Indonesian Language and Culture Study Program. DA was conducted with the train-within-test designs. Tests were used in data collection techniques. Descriptive statistics were used for data analysis.

Results. DA was conducted on the topic of syntactic functions in Indonesian sentences. There are four sub-topics, namely subject, predicate, object, and adverb. In the four topics, two topics at the beginning required intervention because students' test scores were low, namely a mean score of 47.18 on the subject and 40.26 on a predicate. After that, there was an increase in scores to 67.44 and 79.74. The last two topics have met the learning targets, namely 67.18 on objects and 85.13 on adverbs so no additional intervention is needed. This can be influenced by student interaction on the two previous topics. DA by integrating tests and interventions. This intervention is in the form of feedback and reinforcement of the material.

Conclusion. DA Portfolio model in language learning in higher education is effective in improving students' language skills. This can be seen in the students' language skills improvement which are controlled according to the learning targets on each topic.

Keywords: dynamic assessment, language learning, Indonesian sntax classroom, training within test designs, feedback intervention

References

Ableeva, R. (2010). Dynamic assessment of listening comprehension in second language learning [Dissertation]. The Pennsylvania State University.

Anam, S. U., Akhiriyah, S., & Iswati, H. D. (2023). Looking into the role of dynamic assessment in English grammar mastery of Indonesian EFL learners. Advances in Social Science, Education and Humanities Research, 571–578. https://doi.org/10.2991/978-2-494069-35-0_70

Antika, R. (2014). Dynamic assessment in reading comprehension classroom: A case study at one private university in Bandung (Master’s thesis). Universitas Pendidikan Indonesia.

Bai, L., Sun, Y., Shi, H., Shi, C., Bai, J., & Han, X. (2022). Dynamic assessment modelling for project Portfolio benefits. Journal of the Operational Research Society, 73(7), 1596–1619. https://doi.org/10.1080/01605682.2021.1915193

Cotrus, A., & Stanciu, C. (2014). A study on dynamic assessment techniques, as a method of obtaining a high level of learning potential, untapped by conventional assessment. Procedia - Social and Behavioral Sciences, 116, 2616–2619. https://doi.org/10.1016/j.sbspro.2014.01.622

Dörfler, T., Golke, S., & Artelt, C. (2009). Dynamic assessment and its potential for the assessment of reading competence. Studies in Educational Evaluation, 35(2–3), 77–82. https://doi.org/10.1016/j.stueduc.2009.10.005

Ebadi, S., & Bashir, S. (2021). An exploration into EFL learners’ writing skills via mobile-based dynamic assessment. Education and Information Technologies, 26, 1995–2016. https://doi.org/10.1007/s10639-020-10348-4

Ebadi, S., & Rahimi, M. (2019). Mediating EFL learners’ academic writing skills in online dynamic assessment using Google Docs. Computer Assisted Language Learning, 32(5–6), 527–555. https://doi.org/10.1080/09588221.2018.1527362

Er, E., Dimitriadis, Y., & Gašević, D. (2021). Collaborative peer feedback and learning analytics: Theory-oriented design for supporting class-wide interventions. Assessment and Evaluation in Higher Education, 46(2), 169–190. https://doi.org/10.1080/02602938.2020.1764490

Estaji, M., & Ameri, A. F. (2020). Dynamic assessment and its impact on pre-intermediate and high-intermediate EFL learners’ grammar achievement. Cogent Education, 7(1).

Grigorenko, E. L. (2009). Dynamic assessment and response to intervention: Two sides of one coin. Journal of Learning Disabilities, 42(2), 111–132.

Harun, H., Prayitno, P., Sudaryanti, S., Rolina, N., & Manaf, A. (2024). Karakteristik Butir Instrumen Assessmen Dynamic Capaian Karakter Anak Usia Dini: Analisis Rasch Model. Jurnal Penelitian Ilmu Pendidikan, 16(2). https://doi.org/10.21831/jpipfip.v16i2.63358

Haywood, H. C., & Lidz, C. S. (2007). Dynamic assessment in practice: clinical and educational applications. Cambridge University Press.

Jeltova, I., Birney, D., Fredine, N., Jarvin, L., Sternberg, R. J., & Grigorenko, E. L. (2007). Dynamic assessment as a process-oriented assessment in educational settings. In Advances in Speech Language Pathology (Vol. 9, Issue 4, pp. 273–285). https://doi.org/10.1080/14417040701460390

Jeon, J. (2023). Chatbot-assisted dynamic assessment (CA-DA) for L2 vocabulary learning and diagnosis. Computer Assisted Language Learning, 36(7), 1338–1364. https://doi.org/10.1080/09588221.2021.1987272

Kafipour, R., & Khoshnood, A. (2023). Effect of feedback through dynamic assessment on EFL field-dependent and field-independent learners’ speaking skill development. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1049680

Kazemi, A., Bagheri, M. S., & Rassaei, E. (2020). Dynamic assessment in English classrooms: Fostering learners’ reading comprehension and motivation. Cogent Psychology, 7(1). https://doi.org/10.1080/23311908.2020.1788912

Khoshsima, H., Saed, A., & Mortazavi, M. (2016). The impact of interactionist dynamic assessment on explanation writing ability of intermediate EFL learners. International Journal of Language and Linguistics, 4(5).

Kumar, A., Rupley, W., McKeown, D., Seyed, H., & Paige, D. (2023). Beyond the Red Pen: Using Dynamic Assessment to Mediate Writing Mechanics Issues among ESL Learners. Journal of Contemporary Language Research, 2(4), 171–180. https://doi.org/10.58803/jclr.v2i4.89

Lantolf, J. P., & Poehner, M. E. (2011). Dynamic assessment in the classroom: Vygotskian praxis for second language development. Language Teaching Research, 15(1), 11–33. https://doi.org/10.1177/1362168810383328

Nasiri, S. (2020). A review on dynamic assessment (DA) in Iran. Critical Literary Studies, 2.

Özturan, T., & Gürdal, H. H. U. (2022). Mediating multilingual immigrant learners’ L2 writing through interactive dynamic assessment. Journal of Theoretical Educational Science, 15(2), 307–326. https://doi.org/10.30831/akukeg.1004155

Poehner, M. E., & Infante, P. (2016). Dynamic assessment in the language classroom. In Handbook of Second Language Assessment (pp. 275–290). De Gruyter. https://doi.org/10.1515/9781614513827-019

Tavakoli, M., & Nezakat-Alhossaini, M. (2014). Implementation of corrective feedback in an English as a foreign language classroom through dynamic assessment. Journal of Language and Linguistic Studies, 10(1), 211–232. www.jlls.org

Torabi, S., & Safdari, M. (2020). The effects of electronic Portfolio assessment and dynamic assessment on writing performance. Computer-Assisted Language Learning Electronic Journal, 21(2), 51–69.

Zhang, B., Bai, L., Zhang, K., Kang, S., & Zhou, X. (2023). Dynamic assessment of project Portfolio risks from the life cycle perspective. Computers & Industrial Engineering, 176.

Announcement

EDUPIJ Citation Metrics

EDUPIJ News!

► Educational Process International Journal has changed to publish in article number order instead of in page range order beginning with Volume 14 (2025).