Webster University in Toshkent Incorporating formative assessment in Iranian efl writing

Webster University in Toshkent

Incorporating formative assessment in Iranian EFL writing
Kamola Qurbonova, a graduate student of MAEDIN,
9T S1 2023
Education and Innovation 5420,
Writing and Information Literacy
Professor, Tamara Rodney.

This case study is analytically case study because the author tried to find solutions of the problems of learning English as the second language . Summative assessments, which offer little information to help students improve their performance, are typically how undergraduate students are evaluated in colleges. Formative assessment, in contrast, is informative and proactive, with the power to let teachers better adapt their instruction to students' current learning requirements and to let students know how they are doing on a daily basis. In spite of these advantages, research on the use of formative evaluation in English as a Foreign Language (EFL) contexts is surprisingly underrepresented. The current research documents the use of formative evaluation in an Iranian L2 writing course. First-year undergraduate students were given chances to improve a number of their skills, according to the analysis of data from pre- and post-study writing tasks, pre- and post-study surveys, and semi-structured interviews.

The rational of the case study
While formative assessment is typically characterized by teachers' responses to students' learning, rather than their products, summative assessment, which is used to monitor and measure learners' current achievement, serves the accountability purposes - whether it be students' expectations, parents' demands, or institutional requirements (Nicol & Macfarlane-Dick). Contrary to conventional assessment regimes, formative assessment can supplement or even replace summative assessment procedures, which have failed to involve students in evaluating or adding to their own learning (Sadler). Since language instructors and students can use the data gathered from formative assessment tools to decide on various instructional activities and learning strategies, formative assessment is "becoming increasingly acknowledged as crucial to language assessment" (Lee & Conium, [19], p. 34). (Black, [ 5]; Causley & McMillan, 9). The current research documents the use of formative assessment in an essay writing class in Iran in an effort to fill in this gap and to broaden the body of knowledge on formative assessment in EFL writing. This research specifically looks into how much formative evaluation can influence how well undergraduate students write essays and how they feel about writing and writing evaluation. It also wants to know what the students think about the advantages and disadvantages of using formative assessment in their writing classes over the span of a semester. It is hoped that the results of this study will spark further debate and provide insights into the ways that writing instructors can take advantage of daily data obtained from formative assessment techniques to more effectively tailor their teaching to the needs of their students.