Exploring the impact of screencast-based ipsative assessment on EFL students’ writing development

Abstract

Abstract Screencast technology in English writing assessment offers personalized, detailed feedback, but not dialogic. However, integrating it with ipsative assessment (IA) principles may sustain conversations between teachers and learners on students’ writing development. This study explored the impact of screencast-based ipsative assessment (SIA) on developing students’ writing skills in an Iranian EFL context. Screencast technology recorded teachers’ feedback and facilitated students’ access to and reflection on their previous works. A qualitative research design was used to analyze teacher’s feedback profiles and students’ reflections. The findings revealed that SIA engaged participants in ipsative self-assessment, enhanced their self-regulation skills in writing, and created a comforting and socially safe environment where they felt supported and encouraged to take risks, knowing that their mistakes could be considered part of the learning process. However, SIA caused some students to focus on their scores rather than skill development in their writing tasks. The findings suggest that English teachers can utilize screencast technology for precise, detailed ipsative feedback in an IA regime. SIA procedures may encourage student self-assessment and foster a dialog between teachers and students to seek clarification and plan their next move in writing progress.

Keywords

• Ipsative assessment
• Screencast technology
• Writing progress
• Iranian EFL learners