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Effects of Dynamic Assessment on Studentsí Self-Assessment and Writing Performances in EFL Classes: Arjo Secondary School in Focus
Zerihun Buli*, Zeleke Teshome, Rufael Disasa
Department of English Language and Literature, Wollega University, Ethiopia
Int. J. Grad. Res. Rev. Vol 8(1-2): 19-28.
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Abstract
This study was aimed at assessing effects of dynamic assessment on studentsí self-assessment and their writing performances with particular reference to Arjo Secondary School, Ethiopia. The researcher has employed quasi-experimental pre-test-post-test non-equivalent control group design to secure data from the research participants. Random sampling technique was utilized to select 97 grade 11 students for the study. The participants constituted 49 from control group and 48 from experimental group. Pre-test, post-test and self-rating questionnaire were used to generate data from participants of the study. Consequently, mean, Independent-Samples t-test and Paired Samples t-test were employed to compute quantitative data. The results of the study revealed that there was statistically significant difference between the experimental group and the control group as the sig value is less than 0.05 (?<.05). Experimental group students demonstrated significant improvements in writing performances whereas the control group students did not improve their writing performances significantly. Besides, the study indicated that experimental group studentsí mean score was found to be better than control group students in self-assessment after intervention. The study implied that dynamic assessment was helpful for enabling students to rate their writing performances genuinely. Thus, it can be concluded that dynamic assessment was effective for enhancing studentsí writing performances. Thus, it is recommended that teachers are expected to employ dynamic assessment in EFL writing classes thereby studentsí writing performances would be significantly improved.

Keywords:
Dynamic assessment; self-assessment; writing performance