Perceptions of Iraqi EFL students towards Formative and Summative Testing

Abstract

The Iraqi EFL students’ attitudes to testing in the English course (formative and summative) at the university level. The study adopted a descriptive research design.  The structured questionnaire was administered to a sample of 30 students to assess their attitudes towards both tests. The findings showed that the students had a positive perception of formative assessment, which was seen as supportive and motivating. Further, it was found to be an aid in improving their language skills. In contrast, students’ views about summative assessment were neither high nor low, as they find their stressful finals limited in reflecting their actual level of skill. Average scores indicative of formative preference over summative. The study's conclusion indicates that types of summative assessment should not be used solely in EFL classrooms in Iraq. Including formative assessment types can further help in reducing learning anxiety. The researcher will provide recommendations for teachers, institutions, and future researchers regarding assessment strategies in language learning contexts.