Formative and summative-oriented classroom assessment: A comparative study of english achievement and learner perceptions

Abstract

Assessment is a core component of the educational process.  This study aims to compare English language achievement and students’ perceptions of assessment between two classes: one oriented towards formative assessment and the other towards summative assessment. The study involved two pre-existing ninth-grade classes: a formative-oriented class and a summative-oriented class (N = 50). Data were collected through a Likert-scale questionnaire measuring feedback/motivation, self-regulation, and stress/pressure. Academic scores were obtained from school assessment records. The results of an independent samples t-test revealed a statistically significant difference in academic achievement favouring the formative-oriented classroom t (48) = 2.95, p = .005, d = 0.83. The findings showed differences between the two groups in academic achievement, feedback/motivation, self-regulation, and stress/pressure. According to the results summative-oriented group demonstrated considerably higher levels of stress whereas formative-oriented group of students shared higher feedback motivation and self-regulation. Therefore, students in the formative-oriented classroom demonstrated higher English achievement, motivation, and self-regulation than those in the summative-oriented classroom. These findings represent observed group differences rather than causal effects, because the study involved two pre-existing classes and did not include a pre-test.