Fostering young students’ writing skill development and self-regulation through Dynamic Assessment feedback during pandemic disruptions
Angelie Ignacio, Eunice Eunhee Jang, Aisha Heywood, Melissa R. Hunte, & Han Lai
University of Toronto, Canada
https://doi.org/10.58379/ASQH2857
Volume 13, Issue 2, 2024
Abstract: The COVID-19 pandemic revealed significant disparities in education, with vulnerable student populations—such as those with special needs, English language learners, and socioeconomically disadvantaged students—experiencing substantial learning losses. These challenges were particularly evident in writing skills, which received less attention during remote learning compared to reading and math. The present study examined the impact of the BalanceAI tutoring program, a technology-enhanced, community-based program aimed at improving writing and self-regulation skills in young students affected by the pandemic. Utilizing an integrative mixed methods analysis combining qualitative and quantitative data analyses, the study explored the interactions between tutors and students during writing tasks and their impact on skill development. Grounded in dynamic assessment (DA), the intervention focused on formative feedback and scaffolded learning, promoting self-regulated learning (SRL). Findings revealed that while the intervention did not yield statistically significant improvements in students' writing performance, qualitative analysis indicated growth in metacognitive skills and self-regulation, particularly in goal setting and self-reflection. The study highlights the complex nature of learning recovery post-pandemic and the critical role of mediated feedback in supporting skill development, emphasizing the need for inclusive, adaptive educational interventions to address the diverse needs of students.
Keywords: dynamic assessment, writing assessment, self-regulated learning, feedback, mixed methods