Abstract
This study aims to examine the impact of formative assessment with corrective feedback as one of the effective tools that improve the performance of students who study English as a second language (L2 learners). More specifically, it contributes to research on the complex relationship between the attitudes and practices of English language teachers and students regarding the way they understand and practice the basics of formative assessment and corrective feedback when checking students’ achievement. In order to achieve this goal, the study investigated this matter in light of the following guiding questions: What are the effects of corrective and formative feedback in improving students who are learning English as a second language level L2 learners? How might teachers provide effective assistance to their students during this stage?To address these questions, A total of 58 subjects were divided into a control group (n=29) and an experimental group (n=29). All the subjects were second-year cadets at a military academy. Both groups were given a pre-test prior to the teaching of English “comparative forms”. The purpose of the pre-test was to make sure that the two groups were homogenous. The pre-test was then followed by the teaching of English “comparative forms” in both groups. The experimental group was given a formative assessment where each subject also received one-on-one corrective feedback. Finally, a post-test (summative assessment) was given to both groups.After collecting and analyzing the data, it was found that providing a formative assessment and corrective feedback has a positive impact on improving students’ level of accurate understanding accurately and student writing as well as correct reading.
Highlights
Formative assessments stand in contrast to summative assessments
This is consistent with the literature which we reviewed in 1.1 above, and for example with Bitchener (2008) who revealed that using various kinds of formative assessment and corrective feedback in student groups can lead to improvement in writing
This is due to the fact that the subjects in the experimental group received corrective feedback in a formative assessment which aimed at improving their performance in the later summative assessment
Summary
Summative assessments are used to evaluate the achievement of students at the end of a course, program, semester, or school year. On the other hand, are used to help teachers identify whether students have any difficulties or learning needs during the course, program, semester, or school year. Formative assessments aim at improving students’ performance on summative assessments. Formative assessment refers to a wide variety of methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course. Formative assessments help teachers identify concepts that students are struggling to understand, skills they are having difficulty acquiring, or learning standards they have not yet achieved so that adjustments can be made to lessons, instructional techniques, and academic support
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