Abstract
Writing as one important skill in language proficiency demands validity, hence high schools are real places in which valid results are needed for high-stake decisions. Unrealistic and non-viable tests result in improper and invalid interpretation and use. Illustrations without any written research have proved their effectiveness in whatsoever context they are used. They also have demonstrated their effectiveness in language teaching context. The present research tries to investigate the efficacy of illustrations as an assessment tool in improving the English paragraph writing among high school graduates. Participants in two intact groups are offered a writing test with and without illustrations to identify if illustrations affect writing test results. Via SPSS software results were compared and illustrations proved to be effective in writing test results.
Highlights
Learning has been an inseparable part of human beings
The present research tries to investigate the efficacy of illustrations as an assessment tool in improving the English paragraph writing among high school graduates
The population of the research is all students of schools in Qom, the most religious city in Iran, who were studying in pre-university schools all were high school graduates
Summary
Learning has been an inseparable part of human beings. The truth is that, for teaching and learning processes of a sort, there should be some conduits for both teachers and learners to find out more about the quantity and quality of learning. Teachers ought to figure out if any learning has taken place or not To this very end of teaching, assessment has always been attached to provide teachers with cogent evidence that what they have done really worked. Traditional language learning assessment was used for a long period to test the amount of learning in all skills of language teaching (listening, speaking, reading, writing, pronunciation, grammar, etc.). It consisted of a set of written tests of finding native equivalents for foreign words and sentences. It is not surprising to say that if a person has reading or writing problems and is a proficient listener or speaker, his/her scores on the tests did not demonstrate his/her real capabilities in listening and speaking skills in language being learned
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