The current research sought to explore the utility of the Assessment for Intervention (AFI) model in bridging the gap between assessment and intervention, through the conceptual lens of Bio-Ecological Systems Theory (BEST) and Social Constructivist Theory (SCT). AFI is a five-stage assessment model that aims to provide useful and evidence-based…

The current wave of science education reforms emphasizes more equitable opportunities for students as they learn disciplinary core ideas and apply crosscutting concepts by engaging in the practices of scientists. Formative assessment--the assessment teachers and students conduct while learning is in progress--also needs to shift to support this…

Purpose: This paper aims to introduce the extended qualitative content analysis (EQCA) method to integrate data-reducing and data-complicating research steps when conducting qualitative research on the United Nations and other international institutions. Design/methodology/approach: EQCA supplements the method of qualitative content analysis,…

Though dynamic assessment (DA) has gained strong theoretical and empirical support over the last decades, second language (L2) practitioners have blamed it for its applicability in large classes. To ameliorate this limitation, peer-dynamic assessment (peer-DA), rooted in the conceptualization of zone of proximal development (ZPD), can be…

The present study aims to investigate how EFL teachers assess students' participation and interaction in virtual classrooms. With the sudden shift of many students and teachers around the world transitioning from teaching and learning in physical classrooms to virtual ones, it is critical now to investigate how the process is functioning for…