Insights into Formative Assessment in ELT

Abstract

Overall, the study reveals that, based on the students’ and the faculty members’ responses, the impact of assessment depends whether the assessment assesses (measures) what it intends to assess. Forms, environment, and the intended objectives of classroom assessment are the three main indicators of good assessment. The impact of assessment is significantly observable on students’ performance. The way students approach learning determines the way they think about classroom assignments and tests. Recent studies advocate for including students in the process of developing assessment tools because, as Falchikov [4, 43] states, student involvement in peer assessment adds more value to the learning process.