Paper Title
Development of an on-Line Dynamic Assessment for Improving Students’ Comprehension of Science Texts
Abstract
The NRC (2000) claimed that assessment methods must change to support learning potential, especially in
constructivist-oriented approaches. Dynamic assessment (DA), one such assessment-as-learning approach that serves as an
alternative to the accountability orientation, integrates teaching and assessment and seeks to identify the developmental
trajectory for students and potential factors of achievements. This article reports on the development of an on-line dynamic
approach for assessing and improving students’ reading comprehension of science texts— The Dynamic Assessment for
Reading Comprehension of Science Text (DARCST). The DARCST blended assessment and intervention into a holistic
learning task for grade 5 and 6 students that takes the form of graduated prompt approach against the criteria of reading
comprehension of science text. Each cluster of items in the DARCST incorporated a unit stimulus (textual material with
illustration), follow-up items, and a series of instructional prompts associated with each item and targeted reading
comprehension component. The research study involved the two steps: The development of the DARCST and the validation
of the instrument DARCST. The IRT analysis indicated the DARCST was applicable for most students with a wide range of
reading abilities. Based on the acceptable psychometrics and students’ perceptions, the DARCST appears to be highly
appropriate for use in middle year science programs where enhanced science reading is a goal.