Positive Impact of Utilizing More Formative Assessment over Summative Assessment in the EFL/ESL Classroom

Abstract

Numerous studies about the role of assessment in English as a Foreign Language (EFL) and English as a Second Language (ESL) have been conducted in the last few decades. These studies describe a close connection between language assessment and language teaching. Evidence shows that the way students perceive their results after taking an exam strongly influences their motivation toward using the target language in real communication (Torrance, 2012). In compliance with such studies, this paper provides a general view of language assessment and its implications in the EFL/ESL classroom. The paper aims to provide a general background of language assessment, as well as a contrastive analysis of both summative and formative assessment. The paper approaches the topic from the point of view of both agents involved in the learning process; instructors and students. The findings suggest that students benefit more from formative assessment since it provides them with timely appropriate feedback that helps them shape the way they approach language learning (Huang, 2016). On the other hand, the study highlights that novice teachers usually opt for the traditional summative assessment in order to avoid challenges that formative assessment represents.