Beyond the Score: Unveiling the Positive Impact of Continuous Assessment on English Skills and self-directed Learning for Doctoral Students at Exact Sciences Department

Abstract

Abstract: The growing significance attributed to classroom assessment within ESP context is gaining ground in education system. Assessment has appeared as the influential conceptual fashion that visualizes the connection between learning and positive outcomes. Moreover, it portrays novel position to view assessment as a central part of the educational process instead of separate analytical mediation which addresses students’ attainment. The later, in that way increases students’ self-direction through regular tasks and practice as they become more liable and responsible for their personal knowledge. By means of diverse outputs, students produce more; over and above they develop self-confidence and reach supplementary motivation to learn. Accordingly, the end goal of the present paper is to consider the positive outcomes of continuous assessment on honing students’ English proficiency level and to check in what way assessment contributes in raising students’ motivation to be good at English and raising assessment literacy among students. To detect suitable answer to the raised concerns, a set of instruments were used. As part of data compilation process the researcher utilized pre and post tests to measure students overall proficiency level before and after the intervention. Additionally, regular assessments were conducted using a classroom observation diary to gauge students ‘progress. A questionnaire was employed to measure the participants’ satisfaction throughout the training sessions. The findings from the students’ continue evaluations are reported in a way that boosts students' self-confidence and refines their general competence level while also increasing motivation. Keywords: sustained assessment, students’ attainment, self-direction, motivation.