Asesmen Dinamis Qawā‘id melalui Tangga Petunjuk Digital untuk Membaca Teks Arab Tanpa Harakat
Keywords:
dynamic assessment, Arabic grammar, graded mediation, unvowelled text, digital feedbackAbstract
This conceptual article proposes a graduated digital mediation framework for assessing grammatical reasoning in unvowelled Arabic reading. A directed narrative synthesis connects scaffolding, attention to linguistic form, and dynamic assessment. Constructed sentence pairs illustrate a distinction between an initially correct response, a corrected response after mediation, and independent application to a changed structure. The proposed record documents the first reading, the minimum sufficient hint, the revised explanation, and a transfer response. Assistance is treated as diagnostic information rather than silently incorporated into an achievement score. A decision matrix links different difficulties to different prompts. The contribution is an assessment design, not an implemented digital product or a classroom experiment. No learner data, achievement gains, or reliability estimates are reported. Future validation must examine linguistic accuracy, hint comprehensibility, assessor agreement, and transfer under comparable task conditions.
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