Effectiveness of Accommodation in the Assessment of Iranian EFL Learners

Arshya Keyvanfar, Mahsa Falahatpisheh, Sepideh Tahami


This study has investigated the impact of accommodation on test performance as well as achievement scores of Iranian EFL learners at the intermediate level. Initially, 60 female EFL learners of a language school took a version of PET following the standard procedure of the test with no accommodation. Ten days later, the same 60 learners took the second version of PET with some forms of accommodation including: extended time, setting alteration, test illustration, and response presentation. In the second phase, the 60 participants were divided into two 30-member groups of experimental and control and their equality was checked in terms of language proficiency. The experimental group, in addition to its regular lesson plan, underwent accommodated formative assessment. Consequently, as they finished each session, they took quizzes in the next session and received feedback on their progress in terms of four skills. The accommodation activities used during instruction included extended time, setting, presentation and response. The intervention in the control group was the same except for its accommodation. At the end, both groups sat for the achievement test of the language school to exhibit any possible impact of accommodation on their general achievement. On the whole, accommodation was found to be positively effective on the assessment of Iranian female intermediate learners as it contributed to better understanding of the test, reducing test anxiety, and finally an overall better performance on the achievement test.


accommodation, formative assessment, Preliminary English Test (PET)

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DOI: http://dx.doi.org/10.3968/11060


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