A general look english majors’ perceptions towards formative assessments at LHU

Abstract

This study was conducted with the main aim to collect students’ perceptions towards formative assessment (FA). 3 classes of English majors with a total of 125 students were invited to join the study. Quantitative data was collected through the questionnaire administered to all the participants while qualitative data was gain from semi-structured interviews with 10 preselected students. Findings from the study highlighted that students are generally contented with the formative assessment. In addition, they suggest several aspects to refine such as frequent notice of assessment, interating communicative tasks for assessment and maintaing consistency in formative assessment. More importantly, students’ satisfactions with formative assessment in several subjects can help increase the quality of formative assessment in various subjects.