Students' Perceptions of the Effectiveness of Formative Assessment and Feedback for Improvement of the English Writing Composition Skills: A Case Study of Secondary Level ESL Students of Private Schools in Lahore, Pakistan

Abstract

The purpose of the study is to analyze students’ perceptions of the formative assessment and feedback as effective contributors in the development of English writing composition skills of  the Secondary Level ESL Students in Lahore, Pakistan. Data was collected through open-ended questionnaire and individual semi-structured interviews. The major findings of the study indicate that English language formative assessments helped students to improve their writing skill by providing them with the effective learning opportunities. The formative assessments encourage learners autonomy through self-monitoring as it is believed that the frequency and accuracy of target behaviors or performance increase through reflection on one's performance (Vanderveen, 2006). The study propose that the formative  assessment system needs to be further strengthened and promoted in both the private and public sectors of education pertaining to all levels of education within Pakistan.

Keywords: Formative assessment, formative feedback, English writing skill, English classroom activities.

DOI: 10.7176/JEP/10-6-02