Formative vs. summative assessment: impacts on academic motivation, attitude toward learning, test anxiety, and self-regulation skill

Abstract As assessment plays an important role in the process of teaching and learning, this research explored impacts formative summative assessments on academic motivation, attitude toward test anxiety, self-regulation skill EFL students Iran. To fulfill objectives research, 72 Iranian learners were chosen based convenience sampling method assigned to two experimental groups (summative group group) a control group. Then, took pre-tests skill. one was trained by following rules other taught according assessment. The instructed without using any preplanned After 15-session treatment, post-tests administered all assess instruction their language achievement. Lastly, questionnaire both examine attitudes towards English learning improvement. outcomes one-way ANOVA Bonferroni tests revealed that effective but more findings sample t -test indicated participants had positive assessments. Based results, it can be concluded is essential part should used instructional contexts. implications study help detect own weaknesses target areas need effort work.