The Effects of Dynamic Assessment on the Students’ Self-assessment
The Case of Writing Skills
DOI:
https://doi.org/10.20372/star.v10i2.04Keywords:
Self-assessment, strengthening, experimental group, dynamicAbstract
This study examined how dynamic assessment affects grade 11 students' writing self-evaluation. Participants were chosen from existing sections, creating a quasi-experimental design. Students were randomly picked from two grade 11 sections and allocated to control and experimental groups. This study has 97 participants—49 in the control group and 48 in the experimental group. The researcher used a pre-test, post-test, self-rating rubric scale, and individual interview to gather data. After validating parametric test assumptions, mean standard deviation, one-way ANOVA, and regression analysis were used to analyze the data. Qualitative analysis was also employed to support quantitative conclusions with individual interview data. The one-way ANOVA analysis revealed a significant difference in writing performance between experimental group students and their self-assessment levels (p = 0.004). Research indicates that self-assessment accurately predicts writing performance, with a significant t-value at the alpha level of 0.000 (p<.05). Thus, self-assessment levels affect pupils' writing performance. Dynamic assessment is expected in classes to improve students' self-evaluation reliability.
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