文章基本信息

标题：Positive Impact of Utilizing More Formative Assessment over Summative Assessment in the EFL/ESL Classroom
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作者：José O. Torres
期刊名称：Open Journal of Modern Linguistics
印刷版ISSN：2164-2818
电子版ISSN：2164-2834
出版年度：2019
卷号：9
期号：1
页码：1-11
DOI：10.4236/ojml.2019.91001
出版社：Scientific Research Publishing
摘要：Numerous studies about the role of assessment in English as a Foreign Language (EFL) and English as a Second Language (ESL) have been conducted in the last few decades. These studies describe a close connection between language assessment and language teaching. Evidence shows that the way students perceive their results after taking an exam strongly influences their motivation toward using the target language in real communication (Torrance, 2012). In compliance with such studies, this paper provides a general view of language assessment and its implications in the EFL/ESL classroom. The paper aims to provide a general background of language assessment, as well as a contrastive analysis of both summative and formative assessment. The paper approaches the topic from the point of view of both agents involved in the learning process; instructors and students. The findings suggest that students benefit more from formative assessment since it provides them with timely appropriate feedback that helps them shape the way they approach language learning (Huang, 2016). On the other hand, the study highlights that novice teachers usually opt for the traditional summative assessment in order to avoid challenges that formative assessment represents.
关键词：EFL;ESL;Testing;Evaluation;Summative Assessment;Formative Assessment