Conclusions

Abstract

According to the literature, most research publications in the long history of L2 assessment mainly focus on Summative Assessment (SA), e.g. on testing, high stakes examinations, and the various aspects related to them, such as validity, reliability, washback, and impact. Attention has only been shed on Formative Assessment (FA) in the last 20 years. More research in this area would prove beneficial, not only to researchers, but to undergraduate and postgraduate students, language practitioners, policymakers, and other stakeholders. By the same token, an overview of what has been researched in FA in the last 20 years and extensive knowledge of this domain would be equally useful.