Abstract

Background: Writing competence is crucial at the tertiary level; however, many students struggle to acquire a certain level of proficiency in writing because of the prevalence of product-oriented learning world-wide. As formative assessment has gained attention as a way to improve writing skills, this paper analyzes the role of formative assessments to enhance writing. Purpose: The purpose of this paper is to conduct a critical evaluation of prevalent research regarding formative assessment and how it fosters improvement in writing skills. Methodology: This study reviews a total of 46 articles and one academic book. Only the most relevant sources are included, and the less relevant ones are excluded. Articles and book published in languages other than English are not considered in this study. In addition, the studies implemented various methodologies, including mixed-methods, case studies, and literature reviews. Findings: The findings demonstrate that formative assessment significantly enhances writing skills through strategies such as cooperative learning, constructive feedback, and a transition from traditional summative assessment. Research implications: The conclusion of this paper sheds light on the significance of utilizing formative assessment systems to enhance the writing skills with a proper acknowledgement of fundamental challenges and sustainable development. Also, it provides insight into pedagogical approaches and furnishes guidance for further research.