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THE ROLE OF FORMATIVE ASSESSMENT IN IMPROVING WRITING SKILLS IN SECONDARY SCHOOL STUDENTS.
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract
Effective writing skills are essential for academic and professional success, but many secondary school students struggle to develop these abilities. Formative assessment has been identified as a promising approach to enhance student writing performance. This literature review explores the role of formative assessment in improving writing skills among secondary school students.
The review examines empirical studies that investigated the impact of various formative assessment strategies, such as peer feedback, self-assessment, and teacher-provided feedback, on different aspects of student writing. The findings suggest that when integrated into the writing instruction process, formative assessment can lead to significant improvements in students’ organization, content development, language use, and overall writing quality.
The review also discusses the mechanisms by which formative assessment supports writing skill development, including increased student engagement, enhanced metacognitive awareness, and the opportunity for timely, actionable feedback. Barriers to effective implementation, such as teachers’ assessment literacy and student resistance to feedback, are also considered.
The paper concludes that formative assessment is a crucial component of an effective writing curriculum in secondary schools. Recommendations for educators and policymakers include providing comprehensive professional development on formative assessment practices, fostering a classroom culture that values feedback and revision, and allocating sufficient instructional time for the integration of formative assessment into the writing process. Future research should explore the long-term impacts of formative assessment on writing skills and investigate optimal strategies for implementation in diverse educational contexts.
THE ROLE OF FORMATIVE ASSESSMENT IN IMPROVING WRITING SKILLS IN SECONDARY SCHOOL STUDENTS. GET MORE EDUCATION ENGLISH PROJECT TOPICS
