Buyukkarci, K., Karakas, S. (2021). The Impact of Formative Assessment on Students’ Assessment Preferences. The Reading Matrix: An International Online Journal, 21(1), 142-161.

Büyükkarcı K.

The Reading Matrix: An International Online Journal, vol.21, no.1, pp.142-161, 2021 (Refereed Journals of Other Institutions)

  • Publication Type: Article / Article
  • Volume: 21 Issue: 1
  • Publication Date: 2021
  • Title of Journal : The Reading Matrix: An International Online Journal
  • Page Numbers: pp.142-161


Research in the area of Language Testing and Assessment proves that formative assessment

(FA) leads to active involvement of students in assessment practices, and it is a valuable

approach in promoting learning. The aim of this study was to gain information about the

relationship between hands-on formative assessment practices and students’ assessment

preferences. From the analysis of the traditional assessment preferences of the students, it can

be concluded that both the experimental and control group students still preferred traditional

type of assessment such as multiple-choice tests. On the other hand, the analysis of the

formative assessment preferences of the experimental group students indicated that they

began to prefer the formative mode of assessment. In other words, they added new types of

assessment to their preferences such as self/peer assessment. As a result, they began to prefer

taking more active role in their own assessment procedure, and took a step towards becoming

autonomous learners.