The effect of formative assessment strategies on EFL learners’ writing accuracy at the tertiary level

Abstract

Formative assessment plays a central role in supporting learners’ progress by providing continuous feedback during the learning process. This study investigates the effect of formative assessment strategies on the writing accuracy of 41 s-year EFL students at Mizan Tepi University, Ethiopia. Using pre- and post-tests, the study measured changes in four key areas of writing accuracy: grammar, punctuation, spelling, and sentence structure. The results revealed statistically significant improvements across all aspects, with mean score increases of + 11.6 in grammar (p < 0.001), + 13.3 in punctuation (p < 0.001), + 12.8 in spelling (p < 0.001), and + 12.3 in sentence structure (p < 0.001). Regression analysis further confirmed that each writing component significantly predicted overall writing accuracy (p < 0.001). Qualitative findings from interviews and classroom observations highlighted that timely, clear feedback, peer collaboration, and self-reflection boosted learner confidence and engagement. These findings demonstrate that structured formative assessment, especially when it integrates teacher feedback, peer review, and self-assessment, substantially enhances writing proficiency. The study recommends sustained professional development for instructors to ensure consistent implementation and maximize learning gains.