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| Open Access | THE ROLE OF FORMATIVE ASSESSMENT IN ENHANCING STUDENTS' ACADEMIC PERFORMANCE IN EFL CLASSROOMS
Khulkar Normuminova , Uzbekistan state world languages universityAbstract
This paper investigates the role of formative assessment in improving academic performance among learners of English as a Foreign Language (EFL). Formative assessment, as a continuous and feedback-oriented process, allows instructors to monitor learning progress and adjust teaching accordingly. This study highlights various formative assessment strategies, such as quizzes, peer evaluation, reflective journals, and real-time feedback, and their impact on learner motivation, engagement, and language proficiency.
Keywords
formative assessment, EFL, language performance, feedback, learner autonomy
References
Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.
Brown, H. D. (2004). Language Assessment: Principles and Classroom Practices. Pearson Education.
Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge University Press.
Rea-Dickins, P., & Gardner, S. (2000). Snares and Silver Bullets: Disentangling the Construct of Formative Assessment. Language Testing, 17(2), 215–243.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
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This work is licensed under a Creative Commons Attribution 4.0 International License.