penulis referensi Judul temuan

 Seyed M. Ismail, Formative vs. The outcomes of one-way

 D. R. Rahul, summative ANOVA and Bonferroni tests
 Indrajit Patra & assessment: revealed that both summative
 Ehsan Rezvani impacts on and formative assessments
academic were efective but the
motivation, formative one was more
attitude toward efective on academic
learning, test motivation, test anxiety, and
anxiety, and self-regulation skill. The
self-regulation fndings of one sample t-test
skill indicated that the participants
had positive attitudes towards
summative and formative
assessments. Based on the
results, it can be concluded
that formative assessment is
an essential part of teaching
that should be used in EFL
instructional contexts. The
implications of this study can
help students to detect their
own weaknesses and target
areas that need more efort
and work
Mania Nosratinia The Considering the pre-treatment
Farahnaz Abdi Comparative homogeneity of participants'
Effect of anxiety levels, the
Portfolio and significantly higher level of
Summative anxiety in the summative
Assessments assessment group indicates
on EFL the considerable and
Learners' statistically-supported role of
Writing portfolio assessment in
Ability, diminishing the level of
Anxiety, and anxiety among EFL learners.
Autonomy
Considering the pre-treatment
homogeneity of participants'
autonomy levels, the
significantly higher level of
post-treatment autonomy in
the portfolio assessment
group indicates the
considerable and statistically-
supported role of portfolio
assessment in enhancing the
level of autonomy among
EFL learners.
 Considering the pre-treatment
heterogeneity of participants'
writing ability, the third
research question was
answered through running an
ANCOVA test after checking
the pertinent assumptions.
Results indicated that there
was not a significant
difference between the
impact of portfolio and
summative assessment on
writing scores when
controlling for the impact of
pretest scores
Amir Mahshanian Investigating formative assessment
Reihane Shoghi the Differential necessary to be used in EFL
Mohammad Bahrami Effects of contexts but also it should be
Formative and used along with a
Summative standardized summative
Assessment on assessment. This combination
EFL Learners’ of both methods can play a
End-of-term great role in the enhancement
Achievement of learners’ mastery over
language learning process.
In light of the results of this
study, it can be argued that a
combination of formative and
summative assessments can
lead to higher achievements
of EFL learners than either
formative or summative
assessment separately
Zohre Mohamadi Mohamadi, Z. Comparative This study is an investigation
(2018). Comparative effect of online of the impact of online
effect of online summative and formative and summative
summative and formative student assessments on their
formative assessment assessment on writing ability. Online
on EFL student EFL student summative assessment of
writing ability. Studies writing ability student electronic writing
in Educational helped learners improve their
Evaluation, 59, 29–40. writing from pretest to
posttests. The online
individual formative
assessment of student writing
through portfolio writing and
online collaborative
formative assessment through
E-writing forum indicated
that student performance was
 improved through technology
enhanced learning
environment
Basem Okleh Portfolio vs. The results of this study also
Salameh summative showed that using an e-
Al-Hawamdeh1 , assessment: portfolio assessment was
Negash Hussen2* and impacts more advantageous than
Nasser Said Gomaa on EFL using a summative
Abdelrasheed3,4 learners’ assessment for the dependent
writing variables indicated above
complexity, (writing CAF, learners’
accuracy, autonomy, self-efficacy, and
and fuency learning anxiety). E-portfolio
(CAF); and summative assessment
self-efcacy; groups really fared
learning considerably differently on
anxiety; their post-tests. In every
and autonomy single variable, the e-
portfolio assessment group
performed better than the
summative assessment.
The results illustrated that
using these two kinds of
assessments enhanced EFL
learners’ writing CAF,
autonomy, and self-efficacy
and lowered their anxiety.
The e-portfolio group showed
better improvement than the
summative group on post-
tests. As e-portfolio
assessment was more
effective, it can be concluded
that this assessment is a
fruitful alternative to
effectively evaluate language
than the traditional
assessments as it produces
plenty of information on
students’ capabilities. In
nutshell, it can be concluded
that incorporating e-portfolio
assessment into EFL settings
brings about substantial
results more than summative
assessment. These results can
help EFL learners advance in
different skills and sub-skills.
Abdool Qaiyum Abdool Qaiyum "The . Findings reveal that most
Mohabuth & Syed Mohabuth & Syed effectiveness of students had positive
Munir Ahmad Munir Ahmad, 2015. summative experiences about their
"The effectiveness of assessment in summative assessments in
summative practice practice learning. They felt
assessment in learning," comfortable and confident to
practice be assessed by their mentors
learning," Proceedings in their placement settings
of International and wished that the effort and
Academic time that they devoted to
Conferences 2705029, their learning be recognised
International Institute and valued. Mentors also
of Social and confirmed that summative
Economic Sciences. assessment is a valid and
reliable strategy in practice
learning, enabling them to
better monitor and coach
students to achieve the
expected learning outcomes.
The effectiveness of
summative assessment in
practice learning (repec.org)
Abdool Qaiyum Mohabuth, A.Q. The Findings reveal that most s
Mohabuth 2015. Journal of Effectiveness tudents had positive
Education and of Summative experiences about their
Vocational Research. Assessment in summative assessments in
6, 3 (Sep. 2015), pp. Work-Based WBL
37-45. Learning practice. They felt
Practice. comfortable and confident
to be assessed by their
mentors in their placement
settings and wished that the
effort and time that they
devoted to their learning be
recognized
and valued. Mentors also
confirmed that summative
assessment is a valid and
reliable strategy in
WBL practice
, enabling them to better
monitor and coach students
to achieve the expected
learning
outcomes

Wenjie Qu Chunling W Qu, C Zhang The Analysis Summative assessment focus

Zhang of Summative more on the objective test
Assessment and more easily to get
and Formative students overall English
Assessment level, In the present situation,
and Their summative assessment is still
Roles in necessary. Because in most
College universities, the ratio of
English teachers and students usually
Assessment is 1:100.So at the fixed
System locations, within a given time
paper-and-pencil test is one
of the most effective method
of evaluation of learning and
teaching. in China. But it is
undeniable that summative
assessment is hard to test
students' ability of using
English especially speaking
ability in a real
communicative set to a
certain extent. Moreover,
summative assessment is also
very difficult to make
teachers have in-depth
understanding of individual
differences of each student,
thus there is imperfection for
summative assessment to
evaluate students' English
level. However formative
assessment directs more on
students’ individual
performance. It has important
significance for the
inspection of each student
progress and achieves the
desired teaching standards. It
is helpful for teachers to
diagnose and find individual
differences in performance,
to reflect, to foster students’
critical thinking. Yet, if we
use one type of assessment
method for a long period, it’s
possible to cause negative
effects. Therefore formative
evaluation and summative
evaluation can not be
completely separated. In a
certain range, effective
evaluation can make teacher
use different ways of
evaluation so they will have a
comprehensive understanding
students’ ability. Therefore,
 we should put summative
assessment and formative
Yi-Ching Pan* Pan, Yi-Ching Taiwan 1) students were in favor of
TESOL International University the summative assessment
Journal, v15 n2 p46- Students’ due to its congruence with
64 2020 Perceptions of planned learning and
Summative transparency; most students
and Formative admitted that they learn more
Classroom from preparing for the
Assessment in summative assessment; 2)
English students viewed the
Courses cooperative group assessment
positively, because of its
diversity; 3) preparation for
summative assessments
elicited a greater degree of
test-oriented learning for
respective skills, whereas
formative assessments
enhanced students’
motivation to learn English
for productive skills; and 4)
students believed that an
appropriate combination of
summative and formative
assessment tasks benefits
their learning. The findings
provide further pedagogical
implications.
Kashif Ishaq* , Abdul Exploring Results showed poor
Majid Khan Rana** Summative performance, especially in
and Nor Azan Mat Assessment English, as it was not taught
Zin*** and Effects: by applying modern and
Primary to effective teaching methods.
Higher The outdated evaluation
Education process and inadequate
curricula are factors for poor
performance.
Hung Phu Bui Vietnamese In general, the teachers were
university EFL aware of all assessment types
teachers’ and in the current literature. They
students’ dominantly used interactive
beliefs and scaffolding and performance
teachers’ assessment. They also
practices denoted some contextual
regarding factors as barriers to their
classroom assessment practices, leading
assessment to their seeming negligence
of other classroom
assessment types in their
 practices. The students
preferred formative
assessment and some
assessment tasks (e.g., group
work), while the teachers
believed that summative
assessment could engage
students in learning and
associated performance
assessment with a summative
assessment. Implications for
L2 classroom assessment
practices are discussed.
Javed Sahibzada Sahibzada, J., & Impacts of The major findings revealed
Himat, A. N. (2019). Formative that teachers are using
Abdul Nafi Impacts of Formative Assessment on formative assessment as part
Himat Assessment on EFL EFL of their plan, allocating time
Students’ Academic Students’ for peer feedback, methods
Performance at Academic and tools of assessment
Kandahar Performance teachers are using are group
University. American at Kandahar work, assignment,
International Journal University homework, presentation,
of Social Science project work which had
Research, 4(2), 102- positive impacts on students’
111. academic performance and
improved final exam grades.
Study also disclosed that
teachers are valuing more
summative assessment than
formative, some important
methods of assessment are
ignored by teachers
aversively affected their
lower performance.
Jaime Teachers’ Results revealed teachers’
Fernando Duque Assessment preference for summative
-Aguilar Approaches assessment practices to
Regarding determine students’ progress
EFL regarding speaking. As a
Students’ conclusion, teacher
Speaking Skill professional development in
terms of language assessment
may be seen as an alternative
to develop significant
assessment processes where
students, teachers, and the
institution can be benefited.
how does the formative assesment impact for student
bagaimana pnulis mngurai
dari sekian banyak teori. yang mana yg terkait