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Online Diagnostic Assessment at Defe...

Pourzaman, Fariba,

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Online Diagnostic Assessment at Defense Language Institute Foreign Language Center in Monterey, California: A Qualitative Phenomenological Study /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Online Diagnostic Assessment at Defense Language Institute Foreign Language Center in Monterey, California: A Qualitative Phenomenological Study // Fariba Pourzaman.
Author:	Pourzaman, Fariba,
Description:	1 electronic resource (164 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-10, Section: A.
Contained By:	Dissertations Abstracts International86-10A.
Subject:	Educational evaluation. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31931299
ISBN:	9798310196001

Online Diagnostic Assessment at Defense Language Institute Foreign Language Center in Monterey, California: A Qualitative Phenomenological Study /
Pourzaman, Fariba,

Online Diagnostic Assessment at Defense Language Institute Foreign Language Center in Monterey, California: A Qualitative Phenomenological Study /Fariba Pourzaman. - 1 electronic resource (164 pages)

Source: Dissertations Abstracts International, Volume: 86-10, Section: A.

The teachers' perceptions of a formative assessment depend on their experiences. This study explored teachers' perceptions of the formative Online Diagnostic Assessment (ODA) developed by the Defense Language Institute (DLI) and how these perceptions influence their implementation practices. A deeper understanding of teachers' perceptions of ODA enhances formative assessment and instructional practices. The study addresses a gap in the literature, as no previous qualitative research has been published on ODA. The purpose of this study was to understand instructors' lived experiences and the factors that contribute to their implementation of ODA. The study investigated the perspectives of 15 instructors with 3-20 years of experience at the DLI and implemented ODA in their classrooms. The theoretical framework was grounded in the formative assessment theory and social constructivism. The two research questions focused on teachers' experiences with ODA and the factors impacting its effective implementation. Data collection methods included a screening protocol, semi-structured interviews, individual feedback sessions, and document observation. The study identified four key themes: (1) ODA usage varies by program, (2) teachers highlighted multiple benefits of ODA, (3) assessment length affects the implementation and presents challenges, and (4) DLI instructors' suggestions to improve ODA practice. The findings of this study demonstrated that the participants have confidence in the validity and reliability of ODA with detailed feedback and feed-forward materials that contributed to their students' learning. ODA can be a practical tool for autonomous learners to practice, monitor progress, and enhance proficiency in foreign language learning.

English

ISBN: 9798310196001Subjects--Topical Terms:

526425
Educational evaluation.
Subjects--Index Terms:

Online diagnostic assessment

Online Diagnostic Assessment at Defense Language Institute Foreign Language Center in Monterey, California: A Qualitative Phenomenological Study /
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100 1 $a Pourzaman, Fariba, $e author. $3 3822800
245 1 0 $a Online Diagnostic Assessment at Defense Language Institute Foreign Language Center in Monterey, California: A Qualitative Phenomenological Study / $c Fariba Pourzaman.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2025
300 $a 1 electronic resource (164 pages)
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500 $a Source: Dissertations Abstracts International, Volume: 86-10, Section: A.
500 $a Advisors: McCullough, Andy Committee members: Davis, Bridgette L.
502 $b Ed.D. $c American College of Education $d 2025.
520 $a The teachers' perceptions of a formative assessment depend on their experiences. This study explored teachers' perceptions of the formative Online Diagnostic Assessment (ODA) developed by the Defense Language Institute (DLI) and how these perceptions influence their implementation practices. A deeper understanding of teachers' perceptions of ODA enhances formative assessment and instructional practices. The study addresses a gap in the literature, as no previous qualitative research has been published on ODA. The purpose of this study was to understand instructors' lived experiences and the factors that contribute to their implementation of ODA. The study investigated the perspectives of 15 instructors with 3-20 years of experience at the DLI and implemented ODA in their classrooms. The theoretical framework was grounded in the formative assessment theory and social constructivism. The two research questions focused on teachers' experiences with ODA and the factors impacting its effective implementation. Data collection methods included a screening protocol, semi-structured interviews, individual feedback sessions, and document observation. The study identified four key themes: (1) ODA usage varies by program, (2) teachers highlighted multiple benefits of ODA, (3) assessment length affects the implementation and presents challenges, and (4) DLI instructors' suggestions to improve ODA practice. The findings of this study demonstrated that the participants have confidence in the validity and reliability of ODA with detailed feedback and feed-forward materials that contributed to their students' learning. ODA can be a practical tool for autonomous learners to practice, monitor progress, and enhance proficiency in foreign language learning.
546 $a English
590 $a School code: 2031
650 4 $a Educational evaluation. $3 526425
650 4 $a Educational technology. $3 517670
650 4 $a Foreign language instruction. $3 3541319
650 4 $a Educational tests & measurements. $3 3168483
653 $a Online diagnostic assessment
653 $a Phenomenology
653 $a Qualitative research
653 $a Second language acquisition
653 $a Summative assessment
653 $a Interagency language roundtable
690 $a 0444
690 $a 0443
690 $a 0710
690 $a 0288
710 2 $a American College of Education. $b Department of Teaching and Learning. $e degree granting institution. $3 3767660
720 1 $a McCullough, Andy $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-10A.
790 $a 2031
791 $a Ed.D.
792 $a 2025
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31931299