The effect of multiple assessment approach on writing skills and writing anxiety of secondary school 7th grade students

The main purpose of this study is to examine the effects of the multiple assessment approach on the writing skills and writind anxiety of secondary school 7th grade students. The universe of the study consist of 7th grade students in Türkiye. The sample consist of 46 female and 46 male students selected as the experimental and control groups from two secondary school in Kütahya in the 2021-2022 academic year. In the research, mixed method was used as a combination of quantitative and qualitative methods , and explanatory sequental desing was determinated as a desing. Thought writing scoring scale, writins axiety scale as a quantitative measurement tool in the research; qualitatively, a semistructured interview form vas used. The t-test vas used throught the SPSS program in the analysis of the data after the measurement. As a result of the analysis, significant differences emertged between the two groups in favor of the experimental group. No difference was found in the tests based on gender. When we whole studywas evaluated in general, it was observed that the multiple assessment approach had a positive effects on the writing skills of secondary school 7th grade students. As a result of the multiple assessment approach, it was understood that there was significant decrease in students' writing anxiety.