Innovation in Language Learning
Beyond the Final Exam: The Impact of Formative Assessment on Performance, Motivation and Anxiety in University L2 Writing
Emilia D’Alessio, University of Salerno (Italy)
Abstract
Assessment practices can significantly influence both achievement and students’ engagement with second-language writing. This study examines the impact of a combined assessment approach, incorporating continuous formative assessment alongside final summative assessment, compared with a summative-only model in an Italian higher-education context. Quantitative achievement data were analysed across three academic years, with equalised samples of 47 students per assessment condition for each year. Students assessed through summative-only procedures achieved a mean GPA of 19.16/30, compared with 23.74/30 for students experiencing combined assessment. Pass rates were also consistently higher in the combined-assessment groups. Survey data from 34 students in the combined-assessment condition explored learners’ perceptions of feedback, motivation and assessment anxiety. A strong positive relationship was found between feedback and motivation (r = .938), while feedback was strongly negatively associated with anxiety (r = −.970). However, anxiety did not significantly mediate the relationship between feedback and achievement. These findings support the value of formative assessment and effective feedback in promoting learning (Black & Wiliam, 1998; Hattie & Timperley, 2007) and suggest that integrating regular formative opportunities with summative assessment may improve writing performance while increasing motivation and reducing assessment-related anxiety. The study highlights assessment design as an integral component of university-level L2 writing pedagogy.
Keywords: formative assessment; summative assessment; L2 writing; feedback; motivation; assessment anxiety
REFERENCES
[1] Black, P. & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.
[2] Nicol, D. J. & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218.
[3] Hattie, J. & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112.
