Formative and summative assessment in English language teaching : An explorative case study

Sammanfattning: This explorative case study examines how summative assessment and information concerning formative assessment criteria are used by two English language teachers in the assessment of writing assignments. It examines this in relation to two year 9 English language classes. In conducting the study, the following two research questions are asked: How do teachers comprehend the practice of formative and summative assessment? And, how do pupils respond to feedback and grades? The study incorporates data from both qualitative and quantitative research methods as well as research literature concerning the combination use of grades and comments. The questions are investigated by interviewing two English language teachers, the school principal, and six pupils in year 9, along with conducting a questionnaire with pupils in year 9. The study found that the majority of the pupils questioned responded far more favorably to written feedback when given without the combination of written grades and that this practice is supported by the research literature.