Assessing the Pedagogical Impact of Dynamic Assessment on Students’ Writing Achievement
Abstract
Dynamic assessment is crucial in writing instruction as it combines assessment with teacher support to ascertain students’ learning capacity. Dynamic assessment prioritises the writing process above the final output, enabling teachers to assist students in developing ideas, text organisation, and language usage in accordance with their capabilities. This study aimed to examine the efficacy of dynamic assessment on students’ ability to write and to investigate the perceptions of both teachers and students over its implementation in the classroom. This study employed a mixed method approach, using both quantitative and qualitative data. The quantitative data were collected through a quasi-experimental design involving pre- and post-tests. Participants in this study consisted of 32 students from Class VIII A and 32 students from Class VIII B at public junior high school in Tellu Siattinge. The qualitative data were obtained through interviews, with the English teacher and five students from the experimental class to support and deepen the interpretation of the quantitative findings. The findings revealed a statistically significant disparity between the control and experimental groups. The statistical analysis revealed a significant value Sig. (2-tailed) of 0.018, which is below the significance threshold of 0.05. The control group demonstrated enhancement, with the mean score rising from 59.49 (SD = 5.65) on the pretest to 71.28 (SD = 6.23) on the post-test. The experimental group exhibited significant enhancement, with the mean score rising from 57.49 (SD = 8.12) on the pre-test to 75.03 (SD = 6.14) on the post-test. Furthermore, interviews with teacher and students indicated that dynamic assessment effectively identified students’ learning needs and enabled the provision of relevant feedback through mediation throughout the learning process. Mediation in dynamic assessment fosters enhanced interactive and collaborative learning.
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DOI: http://dx.doi.org/10.18415/ijmmu.v12i9.7046
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