Scenario-based standardized assessments with simulated peer and teacher interaction¶

Element · All elements
Evidence · no claims cited

Description¶

ETS researchers developed technology-based assessments that emulate real interactions. O'Reilly and Sabatini (2014) treat the social purpose of written language as central to reading comprehension task design, and "through simulated peer discussion around a theme, these elicitations provide an unconventional form of scaffolding and thus promote learning through virtual interaction." Wolf and Lopez (2014) demonstrated a proficiency assessment for English learners entering K-12 featuring animated characters and scaffolding based on individual learner needs.

Design Implications¶

Context¶

Requirements¶

• Technology capable of simulating peer and teacher exchanges within assessment tasks

Constraints¶

Target Learners¶

• K-12 English learners and reading assessment candidates

Target Learning Goals¶

• language proficiency assessment that also promotes learning through virtual interaction

Claims¶

Related Elements¶

Examples¶

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Key Sources¶

• Dean, A. C. (2014). The Interactional Dimension of LOA: Within and Beyond the Classroom. Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics. https://eric.ed.gov/?id=EJ1176847