After moving away from the psychometric and the integrative language testing paradigms toward the communicative language testing paradigm, experts in writing and assessment have been concerned with creating conditions under which learners can experience and display writing in an authentic way so that their writings will tally the ones in non-test situations. As an alternative assessment option,...

the purpose of this study was to explore whether film-based dynamic assessment (da) could affect english writing of iranian deaf children. ten students studying in a school for the deaf took part in the study. the participants’ writing ability was measured prior to the treatment and the errors which were identified. a series of meditating activities were designed and implemented during a three-...

the objectives of this study were (a) to examine the writing performance of l2 learners on the level-specific tasks based on common european framework of reference (cefr) and (b) to investigate whether there was any difference between the students' self-assessed level of writing and the writing level reported by the raters. this study was conducted with 138 iranian students at ba and ma levels ...

alternative assessment approaches and, among them, self-assessment and peer-assessment are becoming increasingly important in educational contexts. designed to compare self-assessment, peer-assessment, and teacher-assessment, this study included 90 efl students from 3 intact classes divided into 3 groups: self-assessment, peer-assessment, and teacher-assessment. after taking the toefl proficien...

the purpose of the present study is to develop appropriate scoring scales for each of the defined stages of the writing process, and also to determine to what extent these scoring scales can reliably and validly assess the performances of efl learners in an academic writing task. two hundred and two students’ writing samples were collected after a step-by-step process oriented essay writing ins...

in assessing foreign language writing, holistic and analytic scoring can be used to measure a variety of discourse and linguistic features. this study aimed to investigate the possible significant effect of analyt- ic and holistic assessments on improving writing skill among iranian efl learners. for this purpose, two groups of intermediate efl learners, after being homogenized, were divided in...

abstract in iran, most english teachers’ method of teaching writing is merely to have students do some writing exercises or simply to give them writing tests without any instruction, but writing is not an easy task for students, and teachers should be able to do more to facilitate their students’ writing. one of the ways to aid writing is dynamic assessment via graduated prompt. the graduated p...

This study reports the development and evaluation of a web-based interactive writing environment designed for elementary school students. The environment includes three writing themes, “story pass on”, “story chameleon” and “thousand ideas”, to encourage reading comprehension, creativity and problem-solving skills of students. Three assessment mechanisms, expert assessment, self-assessment and ...

This study is conducted under the domain of Vygotskian Socio-cultural Theory (SCT) of mind and the notion of dynamic assessment to elevate the linguistic accuracy of EFL learners’ writing skill. 40 homogenous intermediate EFL learners from four intact classes were divided into two dynamic assessment (DA) and non-dynamic assessment (NDA) groups. As a pre-test, the participants were given writing...

This study attempted to investigate writing problems and the relationship between expert-assessment and self-assessment of writing problems. Participants were thirty four non-English faculty members of Tehran and Guilan universities. The instruments were writing an essay on the topic "What teaching strategies do you use in your classes?" in twenty five lines and filling the questionnaire of wri...