چکیده:
The present study was conducted to investigate the effects of implementing three forms of assessment namely , summative, formative and dynamic assessment on Iranian freshmen's listening ability and listening strategy use to fulfill the purposes of the study , 140 freshmen from Garmsar university and jame-elmikarbordi university who were majoring in English translation were selected . They formed randomly three experimental groups. Each group experienced a certain type of assessment. To study the effects of the assessment types, the learners took five teacher-made listening tests. Moreover, to observe any development in the learners' level of listening strategy use a questionnaire based on O'Malley Chamot and Kupper (1989), Young (1997) and Goh (2000, 2002) was used. The results indicated that the learners in dynamic group not only could outperform the other groups in terms of listening ability, but they also used more listening strategies
خلاصه ماشینی:
"Keywords: Summative assessment, Formative Assessment, Dynamic Assessment, Listening Strategy Use Background McNamara (2001) believes that the process of testing is a universal feature of social life.
2- Which assessment method, formative, summative or dynamic has differential effects on learners’ listening strategy use?
As it was already mentioned, in order to see the effects of implementing the assessment types on the learners’ listening strategy use, a listening comprehension strategy use questionnaire based on O'Malley, Chamot & Küpper (1989), Young (1997) and Goh (2000, 2002) was used.
Table 1: Listening comprehension strategies / Procedure and Data Analysis This research pursued to study the effects of implementing three forms of assessment; formative, summative and dynamic on Iranian EFL learners’ listening ability and listening strategy use.
Moreover, to study the effect of applying three forms of assessment on the learners’ listening strategy use three one- way repeated- measurement ANOVA were run.
Similar studies performed by other researchers (Chamot & Kupper, 1989, Chamot, 1995, Byrnes, 2002), have reported significant improvement in learners’ listening strategy use caused by strategy training and awareness raising.
The results reported through the Tables 11, 13 &14, indicate significant increase in learning strategy use by the learners in formative group.
Summary and Discussion of Findings The present study aimed at investigating the effects of implementing three forms of assessment namely formative, summative and dynamic on Iranian freshmen university students’ listening ability and listening strategy use.
Considering the effects of the three assessment methods on the learners’ listening ability, the obtained results indicated considerable difference between the means of the groups (Summative (17."