The comparative effect of computerized dynamic assessment and rater mediated assessment on EFL learners’ oral proficiency, writing performance, and test anxiety

Abstract This study aimed to examine the impacts of computerized dynamic assessment (C-DA) and rater-mediated on test anxiety, writing performance, oral proficiency Iranian EFL learners. Based Preliminary English Test (PET) results, a sample 64 intermediate participants was chosen from 93 students. Running convenience sampling technique, target test-takers were randomly divided into experimental groups control (rater mediated assessment). Following that, both had pretests for written skills. The Science Anxiety Scale (SAS) also used gauge their level anxiety prior treatment. group’s then received C-DA. Rater-mediated assessment, other hand, given group. Both took post-test proficiency, at conclusion According one-way ANCOVA analysis, results two different. group outdid post-tests. learners able improve skills while experiencing less thanks Finally, conclusions, implications, limitations, suggestions further studies provided.