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Cited by 51Student Assessment and FeedbackEFL/ESL Teaching and LearningEducational and Psychological Assessments

The Impact of Assessment for Learning on Students’ Achievement in English for Specific Purposes A Case Study of Pre-Medical Students at Khartoum University: Sudan

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Umar, Abdul Majeed Al-Tayib·2018·English Language Teaching
DOI 10.5539/elt.v11n2p15
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Abstract

This study tries to identify the effect of assessment for learning on a group of Sudanese pre-medical students’ performance in English for Specific Purposes (ESP). The study also attempts to identify students’ perception and attitudes towards this type of assessment. The sample of the study is composed of 53 subjects from the Pre -medical students at Khartoum University in Sudan. These students are placed into two groups; an experimental and a control group. The experimental group students are taught their ESP material in accordance with assessment for learning principles and techniques, the control group; however, is taught the same material using the traditional summative assessment procedures. The experiment lasts for one term, i.e., 16 weeks. The experimental group instructor is subjected to an intensive training course on how to implement assessment for learning strategies in classroom setting. At the end of the term, the two groups sit for a final exam which is intended for all Pre-medical students. Comparison of the scores of the students reveals a significant difference between the two groups in favor of the experimental group. Students’ attitudes towards assessment for learning are checked through a questionnaire and interviews. Qualitative and quantitative analysis of the students’ responses show their positive attitudes towards this type of assessment. The study ends up with a set of recommendations and suggestions to improve assessment for learning practice and to make it more effective in a Sudanese setting.

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  1. Heritage, M. (2007). From formative assessment: Improving teaching and learning. Paper presented at the CRESST 2007 Assessment Conference, Los Angeles, CA
  2. Lehrer, R., Wilson, M., Ayers, E., & Kim, M. J. (2011, September). Assessing data modeling and statistical reasoning. Paper presented at the fall conference of the Society for Research on Educational Effectiveness (SREE), Washington, DC.
  3. N.R.C. (National Research Council). (2001). Taking science to school. Washington, DC: National Academies Press.
  4. Griffin, S. (2007). Implications of research on children's learning for standards and assessment: A proposed learning progressions formatter and atomic-molecular theory. Measurement: Interdisciplinary Research and Perspectives, 14(1-2), 1-9.
  5. William, D., & Thompson, M. (2007). Integrating assessment with instruction: What will it take to make it work? In C. Dwyer (Ed.), The future of assessment (pp. 53-82).

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Authors
Umar, A. M. A.-T.
Affiliations
Umm al-Qura University (SA)
Corresponding author
Umar, Abdul Majeed Al-Tayib
Venue
English Language Teaching
Publisher
Canadian Center of Science and Education
Published
2018-01-02
Volume
11
Issue
2
Pages
15
ISSN
  • 1916-4742 (ISSN-L)
  • 1916-4750
DOI
10.5539/elt.v11n2p15
OpenAlex
W2781803835
Cited by
51
References
12
Citations by year
2026: 3 · 2025: 4 · 2024: 16 · 2023: 12 · 2022: 9 · 2021: 5 · 2020: 2
FWCI
5.69
Type
journal article
Language
en
Open access
Licence
Locations
English Language Teaching (publishedVersion, cc-by)
Topics
  • Social Sciences › Education › Student Assessment and Feedback
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
Keywords
assessment for learning, English for specific purposes, premedical students, academic performance, student attitudes toward assessment, summative assessment, instructor training

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