Balancing Formative and Summative Assessment in English Language Teaching: Impacts on Learner Outcomes and Motivation

Abstract

This study investigates the impact of formative and summative assessment on learner outcomes, motivation, and engagement in English language teaching. Conducted at ESEF Berrechid in Morocco, the research focuses on secondary education students who are learning English as a foreign language. The study adopts a mixed-methods approach to provide a thorough understanding of assessment practices and their influence on student learning. Data were collected through classroom observations, structured questionnaires administered to students, and semi-structured interviews with teachers. Classroom observations focused on the implementation of formative assessment techniques, including regular feedback, peer assessment, self-assessment, and classroom participation activities, while interviews explored teachers’ perspectives on the benefits and challenges of balancing formative and summative assessment. Questionnaires examined students’ perceptions of how different assessment types affected their motivation, confidence, and overall learning experience. Findings indicate that formative assessment, when consistently applied and integrated into classroom instruction, encourages active student participation, enhances self-regulated learning, and fosters a positive attitude toward English language acquisition. Summative assessment provides critical benchmarks for achievement and helps teachers identify areas of improvement, but excessive emphasis on summative evaluation may create anxiety and reduce intrinsic motivation among learners. The study demonstrates that a thoughtful balance between formative and summative assessment can lead to improved learner outcomes, higher engagement, and greater motivation. Pedagogical implications suggest that teachers should design assessment strategies that combine continuous feedback with formal evaluations, employ student-centered techniques to enhance autonomy, and create an environment that values both progress and achievement. The research contributes to the understanding of effective assessment practices in Moroccan EFL contexts and provides evidence-based recommendations for educators and policymakers seeking to enhance teaching quality, learner motivation, and academic performance. It also highlights the importance of professional development for teachers to effectively implement a balanced assessment system that responds to students’ diverse learning needs.