Impact of Dynamic Assessment on Elementary Students’ Motivation

Document Type : Original Article


Educational Science, Elementary Education, Ministry of Education, Shiraz, Iran


In the language teaching arena, there are many notions that are closely interrelated in some way or another, among these, one can refer to instruction and assessment. It is because of this close interrelation that any change in one leads to a change in the other. However, changes in these two realms have not been iatthe same pace. One of the manifestations of change in the assessment area is the emergence of a recently proposed assessment procedure namely dynamic assessment (DA). This study aimed at investigating to see whether implementing dynamic assessment (DA) significantly affects Iranian elementary-level EFL learners’ motivation. To this end, a quasi-experimental pre-test and post-test design were used. The sample of this study consisted of 30 female Iranian elementary-level EFL learners studying in a high school in Shiraz, Iran. The sampling of this study was convenient sampling because the two available intact classes (15 students in each class) were selected to participate in the study in the absence of random sampling. To measure the participants’ motivation, the Persian version of Pinrich and De Groot’s (1991) motivation questionnaire was used. Data analysis was conducted using descriptive statistics and independent samples t-tests. The results showed a significant difference between DA and non-dynamic assessment (NDA) groups. Therefore, it is suggested that elementary-level teachers use DA in their classes in an attempt to improve their students' motivation.


Article Title [Persian]

تاثیر سنجش پویا بر انگیزه ی دانش آموزان مقطع ابتدایی

Abstract [Persian]

در عرصه آموزش زبان مفاهیم زیادی وجود دارد که به نوعی با یکدیگر ارتباط تنگاتنگی دارند که از این میان می توان به آموزش و ارزشیابی اشاره کرد. به دلیل همین رابطه نزدیک است که هر تغییری در یکی منجر به تغییر دیگری می شود. با این حال، تغییرات در این دو حوزه با سرعت یکسانی انجام نشده است. یکی از مظاهر تغییر در حوزه ارزیابی، ظهور یک روش ارزیابی پیشنهادی اخیر به نام ارزیابی پویا (DA) است. این مطالعه با هدف بررسی اینکه آیا اجرای ارزیابی پویا (DA) به طور قابل توجهی بر انگیزه دانش آموزان ایرانی در مقطع ابتدایی تأثیر می گذارد یا خیر، انجام شد. برای این منظور از طرح نیمه آزمایشی پیش آزمون پس آزمون استفاده شد. نمونه این پژوهش شامل 30 نفر ازدانش آموزان دختر ایرانی مقطع ابتدایی بود که در مدرسه ای در شیراز تحصیل می کردند. نمونه گیری این پژوهش به صورت نمونه گیری در دسترس بود زیرا دو کلاس سالم موجود (15 دانش آموز در هر کلاس) در غیاب نمونه گیری تصادفی برای شرکت در مطالعه انتخاب شدند. برای سنجش انگیزش شرکت کنندگان از نسخه فارسی پرسشنامه انگیزش پینریچ و دی گروت (1991) استفاده شد. تجزیه و تحلیل داده ها با استفاده از آمار توصیفی و آزمون تی مستقل انجام شد. نتایج نشان داد که بین گروه‌های DA و ارزیابی غیردینامیک (NDA) تفاوت معنی‌داری وجود دارد. بنابراین، پیشنهاد می شود که معلمان سطح ابتدایی از DA در کلاس های خود در تلاش برای بهبود انگیزه دانش آموزان خود استفاده کنند.

Keywords [Persian]

  • واژه‌های کلیدی: ارزیابی پویا (DA)
  • انگیزش
  • منطقه توسعه نزدیک (ZPD)
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Volume 1, Issue 1 - Serial Number 1
January 2023
Pages 23-29
  • Receive Date: 18 November 2022
  • Revise Date: 08 December 2022
  • Accept Date: 30 December 2022