چکیده:
The rise of sociocultural theory has pushed up the value of dynamic assessment as one of the alternatives to traditional testing. The purpose of this study was to investigate (a) Iranian EFL (English as a Foreign Language) learners’ self-assessment and self-rating of their writing ability and the effect of dynamic-assessment-based course on their accuracy, and (b) the interrelationships among teacher rating, self-assessment, and self-rating in the writing performance of twenty two engineering students taking a writing course as part of a general English course. Conducting descriptive statistics, correlational analyses, and t-tests revealed that the participants overrated their writing ability as measured against teacher rating before their exposure to the dynamic-assessment-based course. While they got close to each other after dynamic assessment and high correlations among all participants’ self-rating, self-assessment, and teacher ratings proved the impact of dynamic assessment. The results suggest that dynamic assessment could help Iranian EFL learners to get a better awareness of their criteria for writing evaluation, and subsequently they become more accurate in assessing their own writing ability, and this is a step forward in education.
خلاصه ماشینی:
"The purpose of this study was to investigate (a) Iranian EFL (English as a Foreign Language) learners’ self-assessment and self-rating of their writing ability and the effect of dynamic-assessment-based course on their accuracy, and (b) the interrelationships among teacher rating, self-assessment, and self-rating in the writing performance of twenty two engineering students taking a writing course as part of a general English course.
Conducting descriptive statistics, correlational analyses, and t-tests revealed that the participants overrated their writing ability as measured against teacher rating before their exposure to the dynamic-assessment-based course.
Table 4 shows the finding related to teacher rating, and the average score the teacher gave to students' writing task in the pre-course phase was 2.
This reveals that the teacher's evaluation of students' writing performance is much lower than students' self-assessment and self-rating, and it proves students’ over-evaluation of their language skills, which is a feature of students at the low-proficiency level.
In spite of the match or mismatch between these two ratings and teacher rating, this finding proves the effect of dynamic assessment on the students' assessment ability in both off-task and on-task situations because they gain insights into their writing ability throughout the DA-based course.
4. 8 Pre-self-assessment and Post-self-assessment Phases: The Impact of Dynamic Assessment on Self-assessment and Self- rating In order to examine the effects of a DA-based writing course on the accuracy of EFL students' self-assessment and self-rating and the match of these two with teacher rating, a number of t- tests were run for these three variables in the pre-course and post-course."