Investigating the learning transfer of genre features and conceptual knowledge from an academic literacy course to business studies: Exploring the potential of dynamic assessment

Academic literacy courses aim to enable higher education students to participate in their chosen academic fields as fully as possible. However, the extent to which these students transfer the academic skills taught in these courses to their chosen disciplines is still under-researched. This article reports on a study that investigated the potential of dynamic assessment (an assessment approach that blends instruction into assessment) in the transfer of genre features and conceptual knowledge among undergraduate business studies students in a UK public university. The data includes three students’ written assignments (N = nine), interviews (N = three) and business studies tutor (N = three) feedback. Drawing on Vygotskian sociocultural theory of learning and a genre theory based on Systemic Functional Linguistics, the data were analysed. The findings suggest that dynamic assessment may contribute to the transfer of genre features and conceptual knowledge to a new assessment context. Implications of this for academic literacy instruction and assessment design are presented

Dynamic Assessment Indices

This paper provides a unified framework, which allows, in particular, to study the structure of dynamic monetary risk measures and dynamic acceptability indices. The main mathematical tool, which we use here, and which allows us to significantly generalize existing results is the theory of $L^0$-modules. In the first part of the paper we develop the general theory and provide a robust representation of conditional assessment indices, and in the second part we apply this theory to dynamic acceptability indices acting on stochastic processes.Comment: 39 page

Addressing the social, cognitive and emotional needs of children: the case for dynamic assessment

This paper examines the extent to which the use of psychological assessment addresses the social, emotional and cognitive needs of children experiencing difficulties with learning. Evidence in favour of a curriculum-based assessment (CBA) approach is presented, and the advantages and disadvantages are evaluated. This paper argues that CBA does not stand up well to the demand for a more ecological approach to assessment that considers the social and emotional needs of children. CBA can often be too task oriented, and more importantly fails to consider an interactive environment in which to assess the child. Finally, the underlying theory of CBA on behavioural approaches to learning neglects a focus on the cognitive and meta-cognitive aspects of learning. Arguments in favour of dynamic assessment are offered as an approach which does consider such aspects of learning. Nevertheless, the appropriateness and effectiveness of CBA and dynamic assessment can only truly be considered in light of the purposes of each individual assessment. Different approaches to psychological assessment could be used in different circumstances, therefore, the ‘why?’ of assessment (Frederickson, Wright & Webster, 1991) should receive careful consideration before the issue of ‘which approach is best?’

Dynamic Limit Growth Indices in Discrete Time

We propose a new class of mappings, called Dynamic Limit Growth Indices, that are designed to measure the long-run performance of a financial portfolio in discrete time setup. We study various important properties for this new class of measures, and in particular, we provide necessary and sufficient condition for a Dynamic Limit Growth Index to be a dynamic assessment index. We also establish their connection with classical dynamic acceptability indices, and we show how to construct examples of Dynamic Limit Growth Indices using dynamic risk measures and dynamic certainty equivalents. Finally, we propose a new definition of time consistency, suitable for these indices, and we study time consistency for the most notable representative of this class -- the dynamic analog of risk sensitive criterion

Web Service Trust: Towards A Dynamic Assessment Framework

Trust in software services is a key prerequisite for the success and wide adoption of services-oriented computing (SOC) in an open Internet world. However, trust is poorly assessed by existing methods and technologies, especially in dynamically composed and deployed SOC systems. In this paper, we discuss current methods for assessing trust in service-oriented computing and identify gaps of current platforms, in particular with regards to runtime trust assessment. To address these gaps, we propose a model of runtime trust assessment of software services and introduce a framework for realizing the model. A key characteristic of our approach is the support that it offers for customizable assessment of trust based on evidence collected during the operation of software services and its ability to combine this evidence with subjective assessments coming from service clients

Dynamic Assessment of Narrative Competence

In Developmental Education, language plays an essential role as a tool for communication (and thinking). Learning to produce coherent messages (“narratives”) with both cultural and personal value in the context of meaningful socio-cultural practices is considered as an important goal of Developmental Education. Narratives are essential for human action as they function as a tool for giving meaning to reality. Therefore, close observation and assessment of children’s narratives is essential in the context of Developmental Education. Over the past years we have developed a Dynamic Assessment (DA) instrument for assessing children’s narrative competence. This instrument combines two common approaches to DA, namely standardised interventionist DA and interactionist DA. With the help of this instrument, teachers are able to gain insight into children’s actual narrative competence as well as their developmental potential and their receptivity to certain forms of assistance to reach this potential. Our experience up to now shows that it is possible to assess children’s narrative competence in a valid and reliable manner

Integrating curriculum-based dynamic assessment in computerized adaptive testing: Development and predictive validity of the EDPL-BAI battery on reading competence

In recent decades, there have been significant changes in the conceptualization of reading as well as in the perception of how this activity should be assessed. Interest in the analysis of reading processes has led to the emergence of new explanatory models based primarily on the contributions of cognitive psychology. In parallel, there have been notable advances in measurement procedures, especially in models based on Item Response Theory (IRT), as well as in the capacity and performance of specific software programs that allow data to be managed and analyzed. These changes have contributed significantly to the rise of testing procedures such as computerized adaptive tests (CATs), whose fundamental characteristic is that the sequence of items presented in the tests is adapted to the level of competence that the subject manifests. Likewise, the incorporation of elements of dynamic assessment (DA) as the prompts are gradually offered allows for obtaining information about the type and degree of support required to optimize the subject’s performance. In this sense, the confluence of contributions from DA and CATs offers a new possibility for approaching the assessment of learning processes. In this article, we present a longitudinal research developed in two phases, through which a computerized dynamic adaptive assessment battery of reading processes (EDPL-BAI) was configured. The research frame involved 1,831 students (46% girls) from 13 public schools in three regions of Chile. The purpose of this study was to analyze the differential contribution on reading competence of dynamic scores obtained in a subsample composed of 324 (47% girls) students from third to sixth grade after the implementation of a set of adaptive dynamic tests of morpho-syntactic processes. The results achieved in the structural equation modeling indicate a good global fit. Individual relationships show a significant contribution of calibrated score that reflects estimated knowledge level on reading competence, as well as dynamic scores based on the assigned value of graduated prompts required by the students. These results showed significant predictive values on reading competence and incremental validity in relation to predictions made by static criterion tests

A profile-driven dynamic risk assessment framework for connected and autonomous vehicles

The Internet of Things has already demonstrated clear benefits when applied in many areas. In connected and autonomous vehicles (CAV), IoT data can help the autonomous systems make better decisions for safer and more secure transportation. For example, different IoT data sources can extend CAV's risk awareness, while the incoming data can update these risks in real-time for faster reactions that may mitigate possible damages. However, the current state of the art CAV research has not addressed this matter well enough. This paper proposes a profile-driven approach to manage IoT data in the context of CAV systems through a dynamic risk management framework. Unlike the current inflexible risk assessment strategies, the framework encourages more flexible investigation of risks through different risk profiles, each representing risk knowledge through a set of risk input considerations, assessment methods and optimal reaction strategies. As the risks change frequently with time and location, there will be no single profile that can cover all the risks that CAVs face on the road. The uses of different risk profiles, therefore can help interested parties to better understand the risks and adapt to various situations appropriately. Our framework includes the effective management of IoT data sources to enable the run-time risk assessment. We also describe a case study of using the proposed framework to manage the risks for the POD being developed in the Innovate UK-funded CAPRI project