Abstract

Formative assessment can enhance teaching and learning effectiveness in TESOL/EFL classrooms when evidence of students’ learning is systematically collected, interpreted, and used to determine subsequent instructional steps. This article examines the role of formative assessment in instructional decision-making, identifying learning difficulties, differentiating learning activities, providing feedback, developing learner autonomy and self-regulated learning, and facilitating peer assessment. Drawing on foundational studies of assessment, feedback, and second-language writing, the article argues that formative assessment should be understood as a pedagogical decision-making process rather than merely as the frequent administration of tests.

Keywords: Assessment for learning, EFL, feedback, formative assessment, language assessment, learner autonomy, self-regulated learning, TESOL.