The Effect of Static and Dynamic Assessment on Iranian Intermediate EFL Learners’ Autonomy
Sanaeifar, S. H., & Farsi, L. (2020)
The aim of this study was to investigate the effect of static and dynamic assessment on Iranian intermediate EFL learners’ autonomy. In this study, 50 male (N=19) and female (N=31) students were chosen from private institutes in Sari. They were randomly divided into static (N=25) and dynamic assessment (N=25) groups based on their performance on the Oxford Placement Test. For the static group the researcher administered a test after teaching each unit (formative assessment) and a test which included all the units at the end of instructional period (summative assessment). For the dynamic group the researcher used sandwich model of dynamic assessment. The instructional phase lasted 11 sessions. The data were collected through the pre- and the post-tests. The learners’ autonomy questionnaire (Zhang & Li, 2004) was used. The SPSS software was used for the data analysis. Findings of this study revealed that static assessment did not have statistically significant effect on promoting Iranian intermediate EFL learners’ autonomy, but dynamic assessment had a statistically significant effect on promoting Iranian intermediate EFL learners’ autonomy.