The Impact of Formative Assessment on Students’ Assessment Preferences

Abstract

Research in the area of Language Testing and Assessment proves that formative assessment (FA) leads to active involvement of students in assessment practices, and it is a valuable approach in promoting learning. The aim of this study was to gain information about the relationship between hands-on formative assessment practices and students’ assessment preferences. From the analysis of the traditional assessment preferences of the students, it can be concluded that both the experimental and control group students still preferred traditional type of assessment such as multiple-choice tests. On the other hand, the analysis of the formative assessment preferences of the experimental group students indicated that they began to prefer the formative mode of assessment. In other words, they added new types of assessment to their preferences such as self/peer assessment. As a result, they began to prefer taking more active role in their own assessment procedure, and took a step towards becoming autonomous learners.