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Dynamic Assessment as a Strategy to Enhance Deep Learning in Narrative Writing for Elementary School Students

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Title: Dynamic Assessment as a Strategy to Enhance Deep Learning in Narrative Writing for Elementary School Students
Language: English
Authors: Suparti Suparti (ORCID 0000-0001-8475-6689), Milawati Milawati (ORCID 0000-0002-7681-1323), Abdul Kholiq (ORCID 0000-0003-4105-9829)
Source: Educational Process: International Journal. Article e2025385 2025 17.
Availability: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 6
Intermediate Grades
Middle Schools
Descriptors: Elementary School Students, Grade 6, Alternative Assessment, Writing Instruction, Teaching Methods, Educational Strategies, Pretests Posttests, Intervention, Learning Processes, Learning Experience
ISSN: 2147-0901
2564-8020
Abstract: Background/purpose: This study aims to analyze the application and impact of dynamic assessment as an enhancement of deep learning in writing narratives for elementary school students. The main focus is DA can improve the quality of the learning process and outcomes through intervention, feedback, and reflective revision. Materials/methods: This study used a mixed-method approach with 61 6th-grade students as subjects. The DA process involved three main stages, namely 1) pretest; 2) intervention with four topics, namely text structure, linguistic features, grammar, and moral values in ceria; 3) post-test. Feedback was given in various forms, including peer assessment, direct written feedback from teachers, and technology-based interactive discussions through Wordwall. Results: The implementation of DA in elementary school students' narrative writing learning has a significant impact through three main stages: pretest, intervention, and post-test. DA supports mastery of text structure, linguistic features, grammar, and moral values with a responsive learning approach, such as peer assessment, class discussion, and the use of interactive digital media. Statistically, the average student score increased from 59.15 in the pretest to 75.85 in the post-test, with a significant increase (t=43.95, p<0.05). Conclusion: DA not only improves the technical quality of students' writing, but also supports mindful, meaningful, and joyful learning through reflective revision, personal experience connections, and fun learning activities. Implications of this study include the integration of DA into the curriculum, teacher training to understand scaffolding and formative feedback, and the use of interactive technologies to support deep, inclusive, and adaptive learning.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1483548
Database: ERIC
FullText Text:
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  Data: Dynamic Assessment as a Strategy to Enhance Deep Learning in Narrative Writing for Elementary School Students
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  Label: Abstract
  Group: Ab
  Data: Background/purpose: This study aims to analyze the application and impact of dynamic assessment as an enhancement of deep learning in writing narratives for elementary school students. The main focus is DA can improve the quality of the learning process and outcomes through intervention, feedback, and reflective revision. Materials/methods: This study used a mixed-method approach with 61 6th-grade students as subjects. The DA process involved three main stages, namely 1) pretest; 2) intervention with four topics, namely text structure, linguistic features, grammar, and moral values in ceria; 3) post-test. Feedback was given in various forms, including peer assessment, direct written feedback from teachers, and technology-based interactive discussions through Wordwall. Results: The implementation of DA in elementary school students&#39; narrative writing learning has a significant impact through three main stages: pretest, intervention, and post-test. DA supports mastery of text structure, linguistic features, grammar, and moral values with a responsive learning approach, such as peer assessment, class discussion, and the use of interactive digital media. Statistically, the average student score increased from 59.15 in the pretest to 75.85 in the post-test, with a significant increase (t=43.95, p&lt;0.05). Conclusion: DA not only improves the technical quality of students&#39; writing, but also supports mindful, meaningful, and joyful learning through reflective revision, personal experience connections, and fun learning activities. Implications of this study include the integration of DA into the curriculum, teacher training to understand scaffolding and formative feedback, and the use of interactive technologies to support deep, inclusive, and adaptive learning.
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  Data: 2025
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
    Subjects:
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Grade 6
        Type: general
      – SubjectFull: Alternative Assessment
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Educational Strategies
        Type: general
      – SubjectFull: Pretests Posttests
        Type: general
      – SubjectFull: Intervention
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      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Learning Experience
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    Titles:
      – TitleFull: Dynamic Assessment as a Strategy to Enhance Deep Learning in Narrative Writing for Elementary School Students
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            NameFull: Suparti Suparti
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            NameFull: Milawati Milawati
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            NameFull: Abdul Kholiq
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              M: 01
              Type: published
              Y: 2025
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