The Use Of Formative Assessment In Improving Students’ Writing Ability The Case Of Second Year Students At The University Of Mascara

The purpose of this study is to explore the utility of formative assessment of the writing skill in the English language to leverage students’ productivity. To this effect, three basic tools are employed to ensure triangulation and achieve the predetermined objectives. These include an observation, a written test, and teacher and student questionnaires. The result shows that the majority of students like composing in English despite the difficulties that prevent them from producing a final draft. Teachers also believe that time constrains them from continuously assessing their students’ productions. The research supposes some strategies that would enable students to refine their composition.