Evaluating the Influence of Formative and Suative Assessments on EFL Learners’ Listening and Reading Comprehension

Assessment Reform Group. (2002). Research-based principles of assessment for learning to guide classroom practice. London: Nuffield Foundation.

Abdolmajid, M., Mowlaie, B., & Rahimi, A. (2021). Comparative effects of partial dictation and dictogloss on listening comprehension ability of EFL learners. Global Journal of Foreign Language Teaching, 11(3), 160-173. https://doi.org/10.18844/gjflt.v11i3.4783

Ahmadi, M., Ismail, H., & Kabilan, M. (2013). The importance of metacognitive reading strategy awareness in reading comprehension. English Language Teaching, 6(10). https://doi.org/10.5539/elt.v6n10p235

Al-Qahtani, A. (2015). The effect of explicit instruction of textual discourse markers on Saudi EFL learners’ reading comprehension. English Language Teaching, 8(4). https://doi.org/10.5539/elt.v8n4p57

Alshahrani, T. (2023). Does the use of web-based extensive listening activities affect foreign language listening anxiety and foreign language anxiety? Journal of Language Teaching and Research, 14(6), 1710-1721. https://doi.org/10.17507/jltr.1406.30

Ashraf, H., Fatemi, M., & Naderi, S. (2013). The effect of active learning instruction on the intermediate Iranian EFL learners’ listening comprehension ability. International Journal of Linguistics, 5(5), 225. https://doi.org/10.5296/ijl.v5i5.4264

Bachman, L. F. (1990). Fundamental considerations in language testing. New York: Oxford University Press.

Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice: Designing and developing useful language tests (Vol. 1). Oxford University Press.

Bayat, A. (2017). The beneficial impact/s of applying formative assessment on Iranian university students' anxiety reduction and listening efficacy. International Journal of Languages Education, 5(2), 1-11. https://doi.org/10.18298/ijlet.1740

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. https://doi.org/10.1080/0969595980050102

Black, P., & Wiliam, D. (2010). Inside the black box: raising standards through classroom assessment. Phi Delta Kappan, 92(1), 81-90. https://doi.org/10.1177/003172171009200119

Black, P. (2015). Formative assessment–an optimistic but incomplete vision. Assessment in Education: Principles, Policy & Practice, 22(1), 161-177. https://doi.org/10.1080/0969594X.2014.999643

Black, P., Harrison, C., Hodgen, J., Marshall, B., & Serret, N. (2010). Validity in teachers’ summative assessments. Assessment in Education: Principles, Policy & Practice, 17(2), 215-232. https://doi.org/10.1080/09695941003696016

Black, P., Harrison, C., Hodgen, J., Marshall, B., & Serret, N. (2011). Can teachers’ summative assessments produce dependable results and also enhance classroom learning? Assessment in Education: Principles, Policy & Practice, 18(4), 451-469. https://doi.org/10.1080/0969594X.2011.557020

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. https://doi.org/10.1080/0969595980050102

Buck, G. (2001). An overview of listening comprehension. Assessing listening, 1-30.

Campione, J. C. (1989). Assisted assessment: a taxonomy of approaches and an outline of strengths and weaknesses. Journal of Learning Disabilities 22,151–65. https://doi.org/10.1177/002221948902200303

Chen, H. (2020). A contrastive analysis of classroom-based language assessments. English Language Teaching, 13(5), 110-114. https://ccsenet.org/journal/index.php/elt/article/download/0/0/42586/44447

Chen, I. J. (2016). Hypertext glosses for foreign language reading comprehension and vocabulary acquisition: Effects of assessment methods. Computer Assisted Language Learning, 29(2), 413-426. https://doi.org/10.1080/09588221.2014.983935

Covic, T., & Jones, M. K. (2008). Is the essay resubmission option a formative or a summative assessment and does it matter as long as the grades improve? Assessment & Evaluation in Higher Education, 33(1), 75-85. https://doi.org/10.1080/02602930601122928

Dixson, D. D., & Worrell, F. C. (2016). Formative and summative assessment in the classroom. Theory into Practice, 55(2), 153-159. https://doi.org/10.1080/00405841.2016.1148989

Gan, Z., & Leung, C. (2020). Illustrating formative assessment in task-based language teaching. ELT Journal, 74(1), 10-19. https://doi.org/10.1093/elt/ccz048

Gattullo, F. (2000). Formative assessment in ELT primary (elementary) classrooms: An Italian case study. Language Testing, 17(2), 278-288. https://doi.org/10.1177/026553220001700210

Ghahremani, D. (2013). The Effects of Implementing Summative Assessment, Formative Assessment and Dynamic Assessment on Iranian EFL Learners’ Listening Ability and Listening Strategy Use. Journal of Language and Translation 3, 2(5), 59-68. https://journals.iau.ir/article_514741_e0c81dbfe5e918d5aceb6931727e44fe.pdf

Ghiatău, R., Diac, G., & Curelaru, V. (2011). Interaction between summative and formative in higher education assessment: students’ perception. Procedia-Social and Behavioral Sciences, 11, 220-224. https://doi.org/10.1016/j.sbspro.2011.01.065

Harris, L. (2007). Employing formative assessment in the classroom. Improving Schools, 10(3), 249-260. https://doi.org/10.1177/1365480207082558

Havnes, A., Smith, K., Dysthe, O., & Ludvigsen, K. (2012). Formative assessment and feedback: Making learning visible. Studies in Educational Evaluation, 38(1), 21-27. https://doi.org/10.1016/j.stueduc.2012.04.001

Hosseini, H., & Ghabanchi, Z. (2014). The effect of portfolio assessment on EFL learners’ reading comprehension and motivation. English Language Teaching, 7(5). https://doi.org/10.5539/elt.v7n5p110

Huseynova, F. (2023). Assessment of students’ reading comprehension skills in teaching English. https://doi.org/10.5772/intechopen.110600

Ismail, S., Rahul, D., Patra, I., & Rezvani, E. (2022). Formative vs. summative assessment: impacts on academic motivation, attitude toward learning, test anxiety, and self-regulation skill. Language Testing in Asia, 12(1). https://doi.org/10.1186/s40468-022-00191-4

Jiang, Y. (2014). Exploring teacher questioning as a formative assessment strategy. RELC Journal, 45(3), 287-304. https://doi.org/10.1177/0033688214546962

Kabri, K. (2023). The role of synchronous and asynchronous multimedia in EFL listening comprehension. NextGen, 1(2), 44-53. https://doi.org/10.58660/nextgen.v1i2.39

Lau, A. M. S. (2016). ‘Formative good, summative bad?’–A review of the dichotomy in assessment literature. Journal of Further and Higher Education, 40(4), 509-525. https://doi.org/10.1080/0309877X.2014.984600

Mahshanian, A., Shoghi, R., & Bahrami, M. (2019). Investigating the differential effects of formative and summative assessment on EFL learners’ end-of-term achievement. Journal of Language Teaching and Research, 10(5), 1055. https://doi.org/10.17507/jltr.1005.19

Nieminen, J. H., Asikainen, H., & Rämö, J. (2021). Promoting deep approach to learning and self-efficacy by changing the purpose of self-assessment: a comparison of summative and formative models. Studies in Higher Education, 46(7), 1296-1311. https://doi.org/10.1080/03075079.2019.1688282

Ortega, D., & Minchala, O. (2017). Assessing students in an authentic and ongoing manner in the English classroom. Theory and Practice in Language Studies, 7(3), 159. https://doi.org/10.17507/tpls.0703.01

Pacheco, A. G. Q. (2022). Assessment of young English-language learners: Formative and summative strategies. Revista de Lenguas Modernas, 36, 1-22. https://doi.org/10.15517/RLM.V0I36.48313

Pangestu, A., Hidayah, J., & Apriani, E. (2021). The impacts of explicit and implicit instructions of English connectors on EFL students’ reading comprehension. Linguists Journal of Linguistics and Language Teaching, 7(1), 23. https://doi.org/10.29300/ling.v7i1.4305

Perera, L., Nguyen, H. O. A., & Watty, K. I. M. (2014). Formative feedback through summative tutorial-based assessments: The relationship to student performance. Accounting Education, 23(5), 424-442. https://doi.org/10.1080/09639284.2014.947093

Richards, J. C., & Sandy, C. (2014). Placement and evaluation package. Cambridge University Press.

Safa, M., & Motaghi, F. (2021). Cognitive vs. metacognitive scaffolding strategies and EFL learners’ listening comprehension development. Language Teaching Research, 28(3), 987-1010. https://doi.org/10.1177/13621688211021821

Sönmez, M., & Cetinkaya, F. C. (2022). The Effect of formative assessment on reading comprehension. International Journal of Assessment Tools in Education, 9, 88-108. https://doi.org/10.21449/ijate.1104868

Taras, M. (2005). Assessment–summative and formative–some theoretical reflections. British journal of Educational Studies, 53(4), 466-478. https://doi.org/10.1111/j.1467-8527.2005.00307.x

Taras, M. (2008). Summative and formative assessment: Perceptions and realities. Active Learning in Higher Education, 9(2), 172-192. https://doi.org/10.1177/1469787408091655

Teo, L., Gani, N., & Ummah, M. (2022). Listening difficulties and strategies in preparing for IELTS listening test using online learning: a case study of intensive English learners. Teknosastik, 20(1), 1. https://doi.org/10.33365/ts.v20i1.1367

Torres, J. O. (2019). Positive impact of utilizing more formative assessment over summative assessment in the EFL/ESL Classroom. Open Journal of Modern Linguistics, 9(1), 1-11. https://doi.org/10.4236/ojml.2019.91001

Trotter, E. (2006). Student perceptions of continuous summative assessment. Assessment & Evaluation in Higher Education, 31(5), 505-521. https://doi.org/10.1080/02602930600679506

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.

Wijaya, K. (2022). The utilities of online formative assessment in Indonesian EFL learning contexts during covid-19 era. Journal of Foreign Language Teaching and Learning, 7(2), 178-198. https://doi.org/10.18196/ftl.v7i2.14249

Wiliam, D. (2011). Embedded formative assessment. Bloomington, IN: Solution Tree Press.

Yazidi, R. (2023). Investigating the influence of formative assessment on the learning process in the English language classroom. Asian Journal of Education and Training, 9(1), 23-32. https://doi.org/10.20448/edu.v9i1.4540

Yildirim, A., Oscarson, A. D., Hilden, R., & Fröjdendahl, B. (2024). Teaching summative assessment: A curriculum analysis of pre-service language teacher education in Sweden and Finland. Journal of Teacher Education, 75(2), 203-218. https://doi.org/10.1177/00224871231214799

Zandi, S. (2022). A qualitative study on EFL teachers’ awareness towards the implementation of dynamic assessment. JLS, 5(3), 398-413. https://doi.org/10.25130/jls.5.3.24