The current research aims at finding out the effect of dynamic assessment strategy on EFL pupils’ Achievement at the same time it aims to find out the effect of dynamic assessment strategy on developing EFL pupils’ Achievement. It hypotheses that there is no statistically significant difference between the mean scores of the experimental group which is taught by dynamic assessment strategy and the mean scores of the control group which is taught by the conventional methods in the achievement post-tests. It also hypotheses that there is no statistically significant difference between the mean scores of the experimental group in the achievement-post tests. The work includes, randomly assessing two groups, one as an experimental and the other as a control group. Then applying a written pre-test to the two groups for the sake of equalization in pupils' achievement in English subject-matter and to equalize the groups concerning mother's education, father's education and pupils' achievement at previous schooling year 2020-2021. The experimental group is the group in which pupils are exposed to dynamic assessment strategy. Two groups are exposed to a post-test to know the effect of dynamic assessment strategy on developing EFL pupils’ achievement in English language. After the test, the data and findings were presented and appropriately statistically analyzed. The results explain that there is a significant difference between the achievement of the experimental group who is taught according to dynamic assessment strategy and the control group who is taught by using the conventional method. Moreover dynamic assessment strategy guide the students in the experimental group to better achievement at the posttest.
Hasan, Kanaan K. and Hussein, Sahira Ali
"The Effect of Dynamic Assessment Strategy on Developing EFL Pupils´ Achievement,"
Journal of STEPS for Humanities and Social Sciences: Vol. 1
, Article 41.
Available at: https://doi.org/10.55384/2790-4237.1103
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