Exploring the Effects of Online Dynamic Assessment on Improving Elementary Grade Four Students’ Writing Skills

Document Type : Original Article

Authors

1 Assistant Professor, Teaching English and Linguistics Department, University of Ayatollah Ozma Borujerdi, Borujerd , Iran

2 PhD in Applied Linguistics (TEFL); Department of General Courses, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran &amp.

3 M.A. in, Educational Psychology Department, Faculty of Literature and Humanities, Lorestan University, Khorram Abad, Iran

Abstract

Dynamic assessment, rooted in the concept of Zone of Proximal Development (Vygotsky, 1978), is an approach to mingle simultaneously teaching and assessment so as to improve the student learning in a supportive context. The available literature reveals that the effects of dynamic assessment on the development of students’ first language writing ability are under-researched. Therefore, the current study which is a quasi-experimental design (pre-test, intervention, post-test, delayed post-test) aimed at exploring the impact of online dynamic assessment on the development of elementary fourth-grade students’ writing ability. The participants included two intact fourth-grade classes which randomly selected at an elementary state school in Korram Abad City and randomly assigned as experimental and control groups. The collected data were analyzed using one-way ANCOVA. Results revealed that there was a statistically significant difference between the experimental and control groups on the immediate and delayed post-tests. In addition, the findings indicated that the experimental group outperformed the control group on the delayed post-test. Finally, in light of the theoretical foundations of Sociocultural theory, the results are discussed and a range of pedagogical implications are suggested.

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History

  • Receive Date: 26 February 2024
  • Revise Date: 13 May 2024
  • Accept Date: 14 May 2024

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