Formative Assessment and Feedback as Predictors of Students’ Engagement

Abstract

To explore the effects of formative assessment on student engagement in classroom, 60 upper-intermediate level EFL students, were chosen out of a convenience sample of 120, using the Oxford Placement Test and were randomly assigned to experimental and control groups. After the intervention, the students were asked to complete the Student Course Engagement Questionnaire. Independent sample t-test results using SPSS revealed that the difference between the two groups' engagement scores was statistically significant and that formative assessment and feedback were highly correlated with students' engagement. Results also indicated that formative assessment and meaningful feedback can facilitate teachers' efforts to improve student engagement in classroom activities.