Bilgisayar temelli dinamik ölçmenin öğrencilerin okuduğunu anlama başarısına etkisi

Dynamic assessment (DA) which has its origins in Vygotsky's Sociocultural Theory can be defined as a breakthrough unifying the instruction and assessment with the purpose of promoting learners' development by means of different forms of mediation. The computerization of dynamic assessment offers the advantage that computers are able to play the role of educators and function as the source of mediation. The present case study aims to account for the impact of computerized dynamic assessment (C-DA) on students' achievement in reading comprehension by employing the explanatory sequential mixed methods design in which quantitative phase of the study is followed by the qualitative phase to provide a deeper insight into inferences on the basis of quantitative data and illustrate if an analogy lies between the results of both phases to clearify the impact of C-DA thoroughly. The researcher has conducted the study with the participants in general English course at a foundation university in Ankara. 130 freshmen students from 6 different departments which are medicine/dentistry (joint class), pharmacy, law, psychology, and international trade and finance participated in the main study while the piloting study was carried out with 23 participants from the department of management information systems. An online software program in which hints can be inserted by choice has been utilized as the data collection tool in the quantitative phase. The pretest in both the experiment and control group was implemented in non-dynamic format. On the other hand, the posttest was formed in dynamic format in the experiment group while the non-dynamic format remained unchanged in the control group. Next, the participants were categorized into achievement groups, labelled as high, mid and low in compliance with the results of the pretest, and the semi-structured interviews were conducted with 9 participants designated from each achievement group. The results of the pretest and posttest were analyzed through SPSS 24.0 and the software program MAXQDA was employed in the content analysis of data gathered from the semi-structured interviews. The results of the study have revealed that computerized dynamic assessment (C-DA) is efficacious in terms of fostering learners' achievement in reading comprehension and students are of the opinion that they were able to display a better performance in reading tests conducted via C-DA since the hints were helpful to notice further details and detect the mistakes.