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This study investigated teachers’ and students’ attitudes towards formative assessment and corrective feedback in English Language in Ibadan Metropolis. The study adopted a descriptive research design of survey type. The participants were 420 students and six teachers. The instruments used for data collection were: Attitudes of Teachers Towards Formative Assessment and Corrective Feedback in English Language Questionnaire (r = 0.74). Attitudes of students towards formative assessment and corrective feedback in English Language questionnaire (r = 0.81). Data collected were analysed using frequency descriptive and t-test statistics. Findings revealed that teachers had positive attitudes to formative assessment and corrective feedback ((=35.00, SD = 1.41). Students also had positive attitudes to formative assessment and corrective feedback in English language ( (=3.71, SD = 3.72). There was no significant difference between male and female teachers’ attitudes to formative assessment and corrective feedback in English language. (t = 1.63, p > .05). There was no significant difference between male and female students’attitudes to formative assessment and corrective feedback (t = 3.41, p > .05). Based on the findings, it is recommended among others that formative assessment should be given more prominence in assessing students’ learning outcome. In addition, English Language teachers should be exposed to seminars, conferences and workshops on how to deploy formative assessment and corrective feedback effectively in English classroom for better results  DOI: 10.5901/jesr.2016.v6n2p141

Secondary School Teachers’ and Students’ Attitudes Towards Formative Assessment and Corrective Feedback in English Language in Ibadan Metropolis