Resumen de Evaluating the Impact of Formative Assessment Strategies on Students' Motivation and Performance

María Elena Gómez Parra, Reem Qadura Massri

• The present study aimed at constructing and validating a Formative Assessment (FA) questionnaire, assessing the impact of FA on Arab students' motivation and achievement in English lessons, in Israel (SFAS-Q). SFAS-Q was conducted on two levels: the participants and the items levels. On the participants level, the selected sample was heterogeneous, consisting ofN=l00 high school Arab students from different Bagrut levels (4 and 5 points), different genders (males and females), and different age groups. On the items level, the SFAS-Q contained five FAS categories (74 items) and one open-ended question, divided into monitor and scaffold items. The questionnaire was proven valid after undergoing the Delphi procedure. In addition, the reliability of the questionnaire was gained by running Cronbach's Alpha and McDonald's Omega. The results were 0.955 and 0.959, respectively, indicating that SFAS-Q is a reliable and valid questionnaire. After validating SFAS-Q, the mean of the whole sample was calculated (4.24± 0.391), implying that the students favoured FAS as their evaluation method as it raised their motivation and achievement.