ASSESSING FOR SUCCESS: ENGLISH-MAJOR UNDERGRADUATES’ ATTITUDE TOWARDS FORMATIVE ASSESSMENT

Abstract

The way that children learn and succeed academically is greatly influenced by assessment. Particularly, formative evaluation is becoming more widely acknowledged as a crucial teaching instrument that promotes ongoing learning, participation, and skill improvement. By encouraging engagement, giving ongoing feedback, and encouraging self-regulated learning, formative assessment is widely acknowledged as a potent technique for improving student learning. Undergraduate students' views towards formative assessment are investigated in this study, along with their opinions on its efficacy, equity, and influence on academic achievement. Adopting a quantitative approach, information was gathered from English-major undergraduates at Islamia College Peshawar via questionnaires. The results show that although most students agree that formative assessment helps them comprehend more, be more motivated, and feel less nervous when taking tests, some have reservations about how often it occurs, how subjective it is, and how it relates to summative assessments. The study also identifies differences in attitudes according to students' academic backgrounds and past evaluation experiences. The findings highlight the necessity for educators to create formative assessment procedures that are open, inclusive, and cohesive in order to optimise their efficacy. By providing insightful information for educators, legislators, and curriculum designers looking to improve student engagement and academic achievement using formative assessment techniques, this study adds to the larger conversation on assessment for learning.

Keywords: formative assessment, undergraduates, learning outcomes, teacher feedback, EIL