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The Impact of Formative Assessment on English Learners in Saudi Arabia |
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PP: 373-385 |
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Author(s) |
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Reem Buhran Asiri,
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Abstract |
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| This capstone aims at introducing different methods of formative assessment in English classes in Saudi Arabia and considering it instead of using only summative assessment (grades of final tests). Andrade & Cizek (2010) defined formative assessment as the activities where instructors and learners are participated in collaboratively in order to understand the learners learning, their weakness and strengths, their growth, and as an evidence for instructors to adjust their teaching instructions and for learners to enhance their performance. English formative assessment will consider the learners daily work, record their progress, help them to achieve better progress, and eliminate their exam anxiety. Different studies and research have been reviewed to show the usage and the impact of formative assessment with English learners. According to the children’s rights in assessment, Heritage (2013) advised educators to have formative assessment in order to enable the learning opportunities, progression, and success for all learners equally. In addition, Moss, C., & Brookhart, S. (2009) recommended shifting from only correcting into informing the learners about their mistakes and providing valuable feedback to move them into much progress. It is revealed that formative assessment develops the learners linguistic performances and eliminates their anxiety of tests. It is strongly recommended to use frequent formative assessment methods in English classes in Saudi schools to help in shifting from summative assessment into formative assessment. |
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