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In addition, it should be noted that the Pre-test was assessed twice since it was conducted in the preparatory stage of the whole action research, but the development of the scoring rubric was a part of the action research, so the Pre-test could only be evaluated with the first draft of the scoring rubric. Therefore, in order to ensure the consistency of the pre-test and post-test, the author used the same scoring rubric (the second version of the scoring rubric) as the post-test to re-assess the pre-test again after the action research finished. And here are only the results of the second assessment of the Pre-test. The results are as follows: 

CHAPTER FIVE CONCLUSION

5.1 Major Findings

5.1.1 The Effect of PA on Students’ Grammatical Competence

To begin with, for the first research question “What is the effect of performance assessment on improving students’ grammatical competence? In what aspects?” According to the triangulation verification method, it can be sure that performance assessment does affect students’ grammatical competence based on the data from writing tests and products, questionnaires, and interviews. First, according to the results of writing tests and products, performance assessment has no significant effect on students’ grammatical competence shown in the writing tests. But it affects significantly their grammatical performance in writing tasks. The reasons that caused the inconsistency may be test anxiety, interference from other types of questions in a test, and near/far transfer. Second, for the aspects of the effect, based on the data from the analytic analysis of writing tests and products, post-questionnaire, performance assessment can affect more on the 2 grammar error types: Misuse of Tense and Chinglish. 

5.1.2 The Influence Way of PA on Student’s Grammatical Competence

For the second research question “How does Performance Assessment influence students’ grammatical competence?” First, according to the questionnaires, performance assessment can develop students’ grammatical competence through the improvement of grammatical awareness. Some of the participants have developed the habit of self-checking their grammar performance in productive tasks by recalling the scoring rubric of performance assessment. Second, students’ grammatical competence can be influenced by peer-assessment, one of the assessment activities in performance assessment. According to results and analysis of the post-questionnaire, the interview after the first round of research and the post-interview, most participants acknowledged that they had often found those grammar errors they could find not in their own performance but in their partner’s grammatical performance. 

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