Abstract
Many empirical studies related to CBAs focused on interactive assessments in general (e.g., Leung & Mohan, 2004; Hamp-Lyons & Tavares, 2011), or dynamic assessments (e.g., Lantolf & Poehner, 2011; Poehner & Compernolle, 2011) and peer-assessments (e.g., Aryadoust, 2015; Cheng & Warren, 2005) in particular. Few studies have focused on spontaneous assessments embedded in teacher instruction mediated through interaction using the LOA approach (e.g., Purpura et al., 2016). No study, to the best of my knowledge, has used the LOA approach to examine spontaneous assessments mediated mainly through peer-to-peer interaction. This study then aims to address the gap, contributing to the strand of CBA research that links classroom discourse with spontaneous assessments. By analyzing a stretch of interaction between a group of adult ESL students through the lens of the LOA framework (Turner & Purpura, 2016; Purpura, 2020a), this study seeks to answer two questions: (1) What is the nature of spontaneous assessments mediated through peer-to-peer interaction? (2) To what extent is there evidence that this kind of assessment contributes to L2 processing and learning?
Highlights
In L2 assessment research, assessments have traditionally been associated with large-scale testing or formal proficiency tests, primarily to record student achievement (Turner & Purpura, 2016)
This study aims to address the gap, contributing to the strand of Classroom-based assessments (CBAs) research that links classroom discourse with spontaneous assessments
The data came from 2.5 hours of video recording of an ESL class in the Community Language Program (CLP) at Teachers College, conducted via the Zoom platform
Summary
In L2 assessment research, assessments have traditionally been associated with large-scale testing or formal proficiency tests, primarily to record student achievement (Turner & Purpura, 2016). Classroom-based assessments (CBAs), are seen as offshoots of large-scale tests, designed (Turner, 2012). To address the need for a different approach in the design and development of CBAs, Turner and Purpura (2016) proposed the Learning-Oriented Assessment (LOA) framework. It consists of seven interrelated dimensions: contextual, elicitation, proficiency, instructional, socio-cognitive, affective, and socio-interactional (Purpura, 2020a; Turner & Purpura, 2016). Each of these dimensions can be specified individually but interact as a whole and can be used to better understand how CBAs might contribute to L2 learning
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