The NRC (2000) claimed that assessment methods must change to support learning potential, especially in constructivist-oriented approaches. Dynamic assessment (DA), one such assessment-aslearning 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 online 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.

Published in: Canada International Conference on Education, 2017

• Date of Conference: 26-29 June, 2017
• DOI: 10.2053/CICE.2017.0198
• Electronic ISBN: 978-1-908320-83-4
• Conference Location: University of Toronto Mississauga, Canada