The dynamic assessment group showed a statistically significant pretest-to-posttest gain in reading comprehension with a large effect size¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i3 large
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Experimental group reading scores rose significantly from pretest (M=22.35) to post-test (M=26.85), with eta squared of 0.54 indicating a large effect size. → Mohammad Reza Amirian 2014

Evidence¶

Mohammad Reza Amirian 2014¶

Mohammad Reza Amirian, Mohammad Davoudi, Mohsen Ramazanian. (2014). The Effect of Dynamic Assessment on Iranian EFL Learners' Reading Comprehension. Advances in Language and Literary Studies 5(3). https://doi.org/10.7575/aiac.alls.v.5n.3p.191

q2 · i3 · causal · r2

Paired-samples t-test on the 14 experimental-group learners' pretest and post-test scores on the same Objective PET reading test. The article reports "t(13)= 3.79, P=.002 < .05" and eta squared of 0.54, a large effect size.

"Results of paired-samples-t-test of the pretest and post-test in the experimental group showed that there was a significant difference between scores from pretest (M=22.35, SD= 3.79) to post-test (M=26.85, SD=2.50), t(13)= 3.79, P=.002 < .05 (two-tailed). The eta-squared statistic (0.54) indicated a large effect size based on Cohen (1988)."

Discussion¶

Related Claims¶

• Iranian intermediate EFL learners taught through dynamic assessment outperformed a non-dynamically taught control group on a reading comprehension post-test — related
• Dynamic assessment procedures produce significant effects on mathematics achievement among elementary school students — related