Dynamic assessment,tutor mediation and academic writing development |
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| Authors: | Prithvi Shrestha Caroline Coffin |
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| Institution: | 1. OpenELT, Department of Languages, Faculty of Education and Language Studies, The Open University, Walton Hall, Milton Keynes MK7 6AA, United Kingdom;2. The Centre for Language and Communication, Faculty of Education and Language Studies, The Open University, Walton Hall, Milton Keynes MK7 6AA, United Kingdom;1. WIDA, Wisconsin Center for Education Research, University of Wisconsin-Madison, 1025 W. Johnson St. MD#23, Madison, WI, 53706, USA;2. Hankuk University of Foreign Studies, 107, Imun-ro, Dongdaemun-gu, Seoul, 130-791, Republic of Korea;1. University of Waikato, New Zealand;2. Victoria University of Wellington, New Zealand;1. Shanghai University of Finance and Economics, Shanghai, People''s Republic of China;2. Georgia State University, Atlanta, GA 30312, United States;3. Arizona State University, Tempe, AZ 85287, United States;1. School of Education and Languages, The Open University of Hong Kong, Hong Kong;2. Faculty of Education, The Chinese University of Hong Kong, Hong Kong |
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| Abstract: | Supporting undergraduate students with their academic literacies has recently been a major focus in higher education in the UK. This paper explores the value of tutor mediation in the context of academic writing development among undergraduate business studies students in open and distance learning, following the dynamic assessment (DA) approach that has been developed within Vygotskian sociocultural theory of learning (Vygotsky, 1978). DA is an assessment approach that blends instruction and assessment. The data, which came from a pilot study of a larger research project, consisted of text-based interaction between a tutor–researcher and two business studies students across various drafts of two assignments in line with the DA approach. This interaction was mediated by computers mainly through emails. The analyses of such interaction suggest that DA can help to identify and respond to the areas that students need the most support in (in this study, managing information flow). Finally, we argue that a learning theory-driven approach such as DA can contribute to undergraduate students’ academic writing development by responding to their individual needs. |
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