Focusing On Formative Assessment Techniques To Improve Students' Narrative Writing Skills

Abstract

This study aims to investigate and demonstrate the effectiveness of formative assessment in developing students' narrative writing skills in English. Data were collected from three schools comprising 50 pre- and post-test students. Formative assessments were carried out during normal activities over five weeks. There was much improvement among the pupils, particularly in the fourth and fifth weeks when it was noticed that they wrote better stories. As this research has shown, teachers need continuous t[1]raining to use formative assessment effectively. In future investigations, it would be interesting to establish how different tests affect a wider range of learners, with a special focus on improving writing.