Impact of Formative Assessment Practices on Student Motivation for Learning the English Language

Abstract

This study aimed at exploring the impact of formative assessment practices on student motivation for learning the English language. As Leahy, Lyon, Thompson, and Wiliam (2005) stated, education needs to change its function from collecting the results of right or wrong, and to encourage teachers in gathering information that will affect the educational decisions. This study is a non-experimental, correlational study, to describe the relationship between formative assessment practices and motivation for leaning. The instrument used was a questionnaire on high school students from public and private schools, who were selected randomly by stratified sampling. They belonged to three major high schools of Durres, Albania. The findings of this study showed that factors like strategic questions used by the teacher during formative assessment, student’s portfolio, self-assessment, and peer assessment affected positively the motivation for learning the English language. The results of the regression equation revealed that from four independent variables, the factor that had the greatest impact on motivation for learning were strategic questions used by the teacher during formative assessment, followed by self-assessment, peer assessment and student’s portfolio. This study identified ways of intervention to promote motivation for learning the English language. The study will contribute in the Albanian context showing how assessment practices made an impact on student motivation. It will help educational institutions and policy makers, foreign language teachers in improving the assessment practices to promote student motivation in learning the English language.

Authentic assessment development science to assess student competency

“…Student competency can be assessed in a comprehensive and sustainable manner. This finding is consistent with that of Muho and Taraj (2022) who also found formative outcomes include cognitive aspects (products and processes), affective, and psychomotor aspects obtained from the authentic assessment. The results indicated that students meet the standards of competence specified achievement.…”

Expectation and Satisfaction Level of Students with Impact of Formative Assessment on the Scores of Summative Assessments in the Subject of Dental Materials -A Study from Private Dental College Karachi Pakistan

“…Similar results are reported by Das et al and others that FA makes students self-directed and indepth learners. 9,16,17 In agreement with previous studies, the current study reported that FA also helps faculty and students to recognize the areas of strength and weakness in students without incurring any academic penalty. It also permits quick corrective action by them.…”

Formative assessment in K-12 English as a foreign language education: A systematic review

“…Of the 19 existing studies on formative assessment practices, 6 examined formative assessment practices comprehensively [ 4 , [37] , [38] , [39] , [40] , [41] ]. The results suggest that formative assessment practices can aid in fostering students’ self-regulation by encouraging them to set goals, generating and responding to feedback and managing resources [ 40 ] thereby positively affecting student motivation and subsequent achievement [ 4 ].…”