Abstract
This study tries to identify the effect of assessment for learning on a group of Sudanese pre-medical students’ performance in English for Specific Purposes (ESP). The study also attempts to identify students’ perception and attitudes towards this type of assessment. The sample of the study is composed of 53 subjects from the Pre -medical students at Khartoum University in Sudan. These students are placed into two groups; an experimental and a control group. The experimental group students are taught their ESP material in accordance with assessment for learning principles and techniques, the control group; however, is taught the same material using the traditional summative assessment procedures. The experiment lasts for one term, i.e., 16 weeks. The experimental group instructor is subjected to an intensive training course on how to implement assessment for learning strategies in classroom setting. At the end of the term, the two groups sit for a final exam which is intended for all Pre-medical students. Comparison of the scores of the students reveals a significant difference between the two groups in favor of the experimental group. Students’ attitudes towards assessment for learning are checked through a questionnaire and interviews. Qualitative and quantitative analysis of the students’ responses show their positive attitudes towards this type of assessment. The study ends up with a set of recommendations and suggestions to improve assessment for learning practice and to make it more effective in a Sudanese setting.
Highlights
For quite a long period of time, many educators have viewed assessment as a means for measuring learning final outcomes and this is mainly actualized through what is known as summative assessment (Black &William, 1998)
This study tries to identify the effect of assessment for learning on a group of Sudanese pre-medical students’ performance in English for Specific Purposes (ESP)
The experimental group instructor is subjected to an intensive training course on how to implement assessment for learning strategies in classroom setting
Summary
For quite a long period of time, many educators have viewed assessment as a means for measuring learning final outcomes and this is mainly actualized through what is known as summative assessment (Black &William, 1998). Educators have begun to widen their scope of assessment to cover students’ learning outcomes at the end of specific period in order to decide who passes or fails, and to enhance learning by modifying classroom instruction (Rabinowitz, 2010). This is exactly what assessment for learning does as it aims to improve the quality of teaching and use assessments result to modify students’ learning. Assessment for learning is based on providing instant and specific feedback after each learning step to avoid unnecessary delay of correcting students’ errors For such type of evaluation to realize its maximum benefit, it is suggested that assessment should not be a once and done activity. It is widely acknowledged that the effect of feedback is enhanced if and only if it is immediate and clearly articulated in order to guide the learning process and to rectify possible shortcomings (O’Malley & Pierce, 1996)
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