ABSTRACT

 
Article : LITERATURE REVIEW ON USING FORMATIVE ASSESSMENT TO IMPROVE TEACHING ENGLISH AS A SECOND LANGUAGE
Author Name : Dr. Anita Muho and Dr. Anita Neziri
Abstract : The aim of this study is to summarize the findings of literature review on formative assessment to improve teaching English as a second language. Black and William (2004) have emphasized the fact that the assessment is used to support learning; however, they recognize the importance of using assessment for certification and evaluation. Formative assessment or assessment for learning is to improve teaching, learning, and increase student achievement, while summative assessment or assessment of learning aims to measure student achievement. Formative assessment approach is a teaching tool that supports learning rather than a teaching practice created solely to assess and grade, since when students participate in the assessment process, they begin to see it as a learning process rather than merely a test. (Davies, 2000). As a result, formative assessment monitors learning progress, whereas summative assessment serves as a final assessment of a chapter or curriculum. Assessment of student accomplishment, supervises progress during the learning process, provides feedback to support learning and instruction in rectifying errors. This study makes use qualitative method using Content analysis to highlight different studies on formative assessment helping English teachers in using formative assessment as a response to change nowadays.
View Full Paper(pdf)