THE ROLE OF CONTINUOUS FEEDBACK AND FINAL EVALUATION IN DEVELOPING MIDDLE SCHOOL STUDENTS' LANGUAGE SKILLS
Keywords:
formative assessment, summative assessment, English language skills, communicative competence, assessment methodology, language proficiency, middle school, high schoolAbstract
This article examines the effect of formative and summative assessment on the development of English language skills among middle and high school pupils. Assessment plays a crucial role in modern education, serving not only as a measurement of academic achievement but also as a pedagogical tool that supports continuous learning and communicative competence development. The study employs a combination of descriptive, comparative, and empirical methods, including surveys, pre-test and post-test experiments, and SWOT analysis. The experimental research involved 68 pupils from middle school (8th grade, A1 level) and high school (10th grade, A2 level), divided into control and experimental groups. The findings demonstrate that the integrated application of formative and summative assessment significantly improves English language proficiency, with experimental groups showing greater improvement across all four language skills compared to control groups. Formative assessment was particularly effective in promoting learner autonomy, communicative confidence, and motivation, while summative assessment provided objective evaluation of cumulative achievement.
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