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Speedtest by ookla detailed results12/2/2023 ![]() The fundamental aim of the assessment is to aid and advance the teaching/learning process. When utilizing exams or other forms of assessment to evaluate students’ abilities, we must use structured data that has been collected. The outcomes of assessments can significantly affect how educators and instructional planners judge the efficacy of ongoing programs and their capacity to recognize successful strategies to promote the next course of action (Jafarigohar, 2017).Īssessment, according to Lynch ( 2001), is a collection of procedures that may include testing and evaluation but is not only restricted to those two. ![]() It is impossible to verify that the educational goals and objectives have been reached without doing some form of assessment. The process of assessment is essential to both learning and teaching. Some recommendations, implications, and limitations were also listed at the end. The e-portfolio assessment was found to be a more useful method for fostering learner autonomy, self-efficacy, and the writing CAF in EFL learners than summative assessment. Actually, the e-portfolio assessment group outdid the summative assessment group. ![]() The outcomes displayed that the experimental group and control group differed in performance. Then, independent samples t-tests and paired samples t-tests were run to assess the effects of the assessments on the learners’ writing CAF, autonomy, anxiety, and self-efficacy. The collected data were examined using SPSS software. Writing CAF, self-efficacy, autonomy, and anxiety posttests were then given to the groups after the instruction period of 21 sessions. Then, groups received different treatments. Writing CAF, self-efficacy, autonomy, and anxiety pretests were administered to both groups. E-portfolio served as the experimental group (EG), and summative functioned as the control group (CG). In order to accomplish these goals, 60 Ethiopian intermediate EFL students were selected according to their OQPT performance. Due to the benefits of e-portfolio assessment and summative assessment in Ethiopia and a dearth of research, this study attempted to contrast e-portfolio assessment and summative assessment use in developing Ethiopian EFL learners’ writing complexity, accuracy, and fluency (CAF) learners’ autonomy learning anxiety and self-efficacy as they have not been investigated in Ethiopia.
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