The Effect of Systematic Implementation of Formative Assessment on Male and Female EFL Learners’ Academic Achievement

Substantial claims have been made that Formative Assessment (FA), if practiced effectively, improves learning. This study aimed at exploring the effect of FA on EFL learners’ academic achievement. The population included high school teachers and their students in Khorramabad, Lorestan, Iran. The sample included 40 teachers and their students (n=651) who were randomly selected and assigned to two groups of experimental and control. Teachers in the experimental group participated in a workshop on FA before the treatment. However, teachers in the control group followed the usual syllabus based on Iran’s educational system. The students’ academic achievement was measured in both groups by an achievement test before the treatment. Trained observers attended the classes in the experimental group and completed Formative Assessment Observation Report, which reports teachers’ practice of FA. After the treatment, posttests on students’ achievement in both groups were conducted. To analyze the data, ANCOVA was used. The results indicated that effective implementation of FA enhances students’ academic achievement. However, gender was not a determining factor. Moreover, among FA components, clarifying learning targets was the most and monitoring was the least frequent strategy used by teachers.