The The Effectiveness of Dynamic Assessment on Listening Comprehension of Grade 12 Learners

Abstract

This study aimed to examine the effectiveness of dynamic assessment on the listening comprehension of Grade 12 learners at Kiwalan National High School in Iligan City, Philippines. The researchers employed a mixed-methods approach, combining quantitative methods from a quasi-experimental design with qualitative methods from focus group discussions. The data revealed that the use of dynamic assessment significantly enhanced participants' listening comprehension compared with static assessment.  The substantial increase in post-test scores suggests a strong positive impact on participants’ listening comprehension skills. Furthermore, feedback from the experimental group participants during the focused group discussions reflected positive experiences. They expressed that dynamic assessment enhanced their listening comprehension through interaction and mediation, and they recognized the value of real-time feedback in improving their understanding of audio materials. They noted that dynamic assessment promoted critical thinking and active engagement, fostered understanding through feedback, and encouraged self-reflection and learning from errors.