Abstract

This research aims to know the effect of formative assessment on the achievement of university students in the English language course. The study sample included (196) students intentionally selected from among the first-year students at Al-Isra University in Jordan. These students were divided into two identical groups: one was taken to represent the experimental group, and the other was to represent the control group. The experimental group used formative assessment methods to study the (English Language) course. The students of both groups sat for the final achievement examination. The student's results in the two groups were placed in tables and then treated statistically. It was found that the performance of the experimental group students was better than that of the control group, which indicates the effectiveness of using the formative assessment method in teaching English. In addition, a questionnaire was used with the study sample of students to monitor the attitudes of students and teachers toward the formative assessment. The advanced statistical analysis of students' responses showed their positive attitudes toward this assessment. Then the study concluded with some recommendations to strengthen this type of evaluation.

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