Abstract: The current study aims at investigating formative assessment strategies which are used by secondary school English language teachers at Khartoum State to engage their students in learning and keep classroom discipline. This study is significant because it might provide a sort of formative assessment strategies which help both teachers and students to attain the objective of the course. The participant were 100 secondary schools English Language teachers who were asked to show how often do they use formative assessment strategies to engage their students in learning and manage their classes. All the participants’ responses were taken into account, here are some of the significant findings: Secondary school teachers do not use formative assessment strategies (FAS) to probe students learning style so as to engage them in English language learning. They do not keep discipline and engage students in learning through differentiated instruction (DI), so as to plan actively for and direct their attention to student differences in the classroom. Secondary school teachers do not invite the students to write short bits of mini-writing to check what they know so as to retrieve their prior knowledge about certain topic. The findings also show that teachers don’t use formative assessment strategies (i.e. rubric) to allow students assess themselves or peers and track their or their peers progress in learning English language. Formative Assessment Strategies (FAS) such as ‘portfolios’ are not used to keep students’ file containing samples of their work to help them determine their strengths and weaknesses and give a reflection for their best work. Secondary school teachers at Khartoum State do not use proximity strategy by walking around the classroom and observe students as they work to check for learning. Formative assessment strategies such as identifying/explaining image or graph, and justifying answers are not used to develop metacognitive strategies such critical thinking, questioning , discussion, collaboration…etc. The teachers do not use formative assessment strategies such short quizzes to assess students for factual information, concepts and discrete skill
Keywords: FAS: Formative Assessment Strategies, DI: Differentiated Instruction, CD: Classroom Discipline, CM: Classroom Management.
Title: Creating Engaging Environments in English Language Classrooms through Formative Assessment Strategies
Author: Abdalla Mohamed Saeed Ali, Mohamed Bakri Hadidi
International Journal of Thesis Projects and Dissertations (IJTPD)
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