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s the first to adopt formative assessment in manyeducational evaluation experiments, which consequently accelerated its development.In Dictionary of Language Testing, Davies and Brown (2002) define formativeassessment as “a term based on the concept of formative evaluation used in evaluatingprograms and projects. The formative part of program evaluation attends to theprocess of a program in order to provide immediate feedback which could lead toimprovement.” (p. 65). Different definitions of formative assessment were alsoprovided by different scholars. Cowie and Bell (2001) include that formativeassessment refers to “the process used by teachers and student to recognize andrespond to students learning in order to enhance that learning during the learning(p. 8). Gipps have defined formative assessment “as the process of appraising, judgingor evaluating students’ work or performance and using this to shape and improvestudents’ competence” (Bell & Cowie, 2001, p. 6). Black and William suggest thatformative assessment refers to “all those activities undertaken by teachers, and by thestudents in assessing themselves, which provide information to be used as feedback tomodify the teaching and learning activities in which they are engaged” (Alastair Irons,2007, p. 8)
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2.2 Formative Assessment and Summative Assessment
Indeed, it has been a central issue in a number ofpapers. Generally speaking, the distinction between summative assessment andformative assessment lies in their different purposes. Earl (2003) indicates that“summative assessment is assessment of learning, which intends to certify learningand report to parents and students about students’ progress in school, usually bysignaling students’ relative position compared to other students. Formative assessmentis assessment for learning, which shifts the emphasis from summative to formative,from making judgments to creating descriptions that can be used in the service of thenext stage of learning”( pp. 22-24).As Stake proposes an interesting metaphor: whenthe cook tastes the soup, that’s formative; when the guests taste the soup that issummative. Summative assessment is typically done at the end of a unit, a course or aprogram and takes the form of tests or exams that include materials studies during thattime. Teachers use the tests to assess the quantity and accuracy of student work inorder to make marking and grading. Formative assessment happens in the middle oflearning, often more than once, rather than at the end. It is interactive, with teachersproviding assistance as part of the assessment. It helps teachers provide the feedbackto scaffold next steps. Moreover, it depends on teachers’ diagnostic skills to make itwork.
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Chapter 3 Research Design.........22
3.1 Research questions and research hypothesis......22
3.2 Objectives of research ....23
3.3 Research design........24
3.3.1 Investigative approach .........24
3.3.2 Research site ......24
3.3.3 Subjects........24
3.4 Procedure of the research .....25
3.5 Data Collection.........30
3.6 Data Analysis .....30
3.7 Particular features of the research ....31
Chapter 4 Results and Discussion.....32
4.1 Results ....32
4.2 Discussion ....44
Chapter 5 Conclusion......49
5.1 Major findings of the study ........49
5.2 Implications of the study ......51
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