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This study investigates the perceptions of teachers and students toward formative assessment (FA) in higher education settings. The researchers developed a four-construct perception scale, namely self-assessment, interactive formal assessment, in-class diagnostic assessment, and subjective assessment. Data were collected from 216 participants—91 teachers and 125 students. The findings demonstrated that both teachers and students have identically perceived interactive and in-class diagnostic assessments. Nonetheless, they distinctively perceived self-assessment and subject performance assessment demonstrating a significant difference. The students reported self-assessment greater than the teachers, whereas they perceived the subject-performance assessment lower compared to the teachers. The findings suggest that English as a foreign language (EFL) or English as a second language (ESL) learners benefit from formative assessment if teachers evaluate students’ progress based on their own development rather than being evaluated in comparison to other students’ development.

Afghan English teachers’ and students’ perceptions of formative assessment: A comparative analysis