The Effect of formative assessment on students’ grades in learning English

Abstract

Objective: Assessment is an important for learning and teaching and is an important component for further development if they use the right approach. This study focuses primarily on how formative assessment, as a type of favorable assessment, can be an effective contributor to increasing student motivation in learning English. Method: This study explores the results of formative assessments through questionnaires for 24 students and 5 for teachers, in the SMA 1 Alla-Enrekang, where English is taught as a foreign language. Result: It is assumed that formative assessment has a major influence on what students learn and how the teacher validates. Discussion: Formative assessment can help teachers anticipate initial concerns for student disparity in the development of learning. Therefore, this assessment method cannot accurately assess the frequency of student acquisition, because it varies from one teacher to another and subjects with other subjects.

The Adventure of Formative Assessment with Active Feedback in The Vocational Learning: The Empirical Effect for Increasing Students' Achievement

“…From these results, we can conclude that students have a very positive attitude towards the teacher and the class. This result is also in accordance with the results of previous studies which showed a significant difference in the use of formative tests in favour of the experimental group (Van der Kleij et al, 2018;Ismail & Tini, 2020;Lui & Andrade, 2022;Voinea, 2018;Evans et al, 2014;Dayal, 2021;Gezer et al, 2021;Alsubaiai, 2021).…”

“…There are many studies on the application of formative assessment at different levels of education, where the results of these studies explain the increase in student academic achievement because of the application of formative assessment (Van der Kleij et al, 2018;Ismail & Tini, 2020;Lui & Andrade, 2022;Voinea, 2018;Evans et al, 2014;Wylie & Ciafalo, 2010). In this study, the observations made by the researcher also support the results in the literature.…”

Error Analysis of Non-English Students in English Presentation: Its Evidence and Perception

“…Laziness is not a crucial indicator because they argued that English is important for them and useful for their future and getting a job. Students who are lazy may have the intellectual capacity to succeed but never reach their full potential because they refuse to put in the effort necessary to reach their full potential (Ismail & Tini, 2020).…”

Analisis dimensi proses kognitif pada soal formatif dalam buku bahasa indonesia aku bisa kelas 1 sekolah dasar

“…Sehingga dapat diartikan bahwa penilaian formatif dapat meningkatkan kualitas proses pembelajaran. Penilaian formatif membantu peserta didik mengetahui kekuatan dan kelemahannya dalam pembelajaran [18] . Penelitian Huisman juga meyakinkan bahwa penilaian formatif meningkatkan proses pembelajaran sehingga membantu peserta didik memahami materi dan mempersiapkan ujian [19].…”