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.

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