Perceptions of objective formative assessment in language learning

Abstract

The objective of this report was to describe the significant role that the objective formative assessment plays in learning a language. To do this, the information and data were displayed to prove if the use of objective formative assessment is an appropriate way to increase language learning. Data was collected with a questionnaire that covered individuals' perception of exams, mid-term exams, short-practice-exams / quizzes, self-evaluations, and exercises with scores.

The frequency statistical test was used to measure the individuals' level of approval. The Likert scale was used to collect the perception of the subjects. The graphics, the median, and the mode were used to prove the tendency since this was a non-parametric test and the scales were ordinal. Sampling was selected randomly. 117 from a total population of 500. They were students from Veracruz who have been studying English at the Language Center in Xalapa. All of them have been studying English for more than one year. Results showed that individuals perceive that objective summative assessment is not the best way to learn. On the contrary, individuals perceived that objective formative assessment was better to learn languages. Simulating exams and quizzes, as well as exercises, were preferable. Implementations of objective formative assessment activities could be a strategy for improving learning, lower the stress, and prepare students for real objective summative examinations.