Developing Awareness of Formative Assessment among EFL Learners in Qassim University

Abstract

Assessing language learning does not mean appraising learners' attainment in terms of final grades of
constructed tests and exams, as sole indicators of learning success. But it is an ongoing anecdotal written
process significantly undertaken by learners in collaboration with teachers, to be decision makers and
assessors throughout the entire learning process. Yet, the prevailing modes of EFL language learning
judgment remain mainly quantitatively product-oriented, carried out in restricted types at the end of a
term, a course, or a session. Not surprisingly, this negatively impacts on the quality of learning and
handicaps students‟ classroom engagement and language use in real-world situations. Thus, this paper
attempts to enhance EFL Saudi learners' optimum involvement in assessment for more robust thoughtful
learning to possess lifelong skills, using appropriate multiple methods of formative assessment and
obtaining constructive feedback; that build students' knowledge and consolidate their learning to make
them more inquisitive to look beyond parochial concerns. Additional data was provided by questionnaire
for students, and interview for teachers. The result confirmed that both categories advocated the issue.
However, the very few obstacles mentioned in this study could be tackled by more devotion, adherence,
and development of abilities of teachers and students to increase expectancy of learning success
ingeniously. The findings will be more viable in academic and research institutions, hopefully.