FORMATIVE AND SUMMATIVE ASSESSMENT IN ENGLISH LANGUAGE TEACHING: INTERNATIONAL PRACTICES
Keywords:
Keywords: Formative assessment, Summative assessment, English language teaching, Feedback, Language proficiency, Student achievement, Classroom evaluation, International standards.Abstract
Abstract: Assessment has become an essential component of modern English language teaching, as it enables teachers to monitor learners’ progress, improve instructional quality, and measure educational outcomes. In worldwide educational systems, formative and summative assessment are two of the most well-known methods. Formative assessment is ongoing evaluation that is done during the learning process to give feedback, pinpoint learning challenges, and direct future instruction. In contrast, summative assessments are carried out after the conclusion of a course, unit, or academic term in order to assess students' overall performance and language competency. This article examines the role of formative and summative assessment in English language teaching and analyzes their implementation in international educational practices. Special attention is given to the advantages of combining both approaches in order to improve students’ motivation, learning outcomes, and communicative competence. The study also discusses modern assessment tools such as self-assessment, peer assessment, digital quizzes, portfolios, standardized testing, and performance-based evaluation. The findings indicate that formative assessment promotes continuous learning and active student participation, while summative assessment ensures accountability and objective measurement of achievement. Therefore, the balanced integration of formative and summative assessment is essential for creating an effective and learner-centered English language teaching environment.
References
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