شبكة المعلومات العربية التربوية

This study aimed at identifying the effect of using instructional formative assessment strategy on the academic achievement of first intermediate students in English vocabulary, reading and writing. The study followed the quasi-experimental design with two groups; an experimental group and a control group. The population of the study was all students studying super goal 2 textbook in directorate of Makkah .the sample consisted of 56 students in the first intermediate grade, classes A & B, in Salah Al-Deen Al-Ayoubi School. Class A is assigned as a control group and class B as an experimental group. The researcher used an achievement test. The statistical analyses were mean, standard deviation, Cronbach's alpha, Pearson correlation coefficient and independent t- test. The findings showed: there were statistical significant differences at (α ≤ 0.05) between the post-test mean scores of the experimental group and control group in English vocabulary, reading and writing, and at the three domains combined in favor of the experimental group. There was a correlation relationship at (α ≤ 0.05) between the first intermediate students post achievement test in English vocabulary, reading and writing skills. The study recommended using instructional formative assessment strategy in teaching English language and training English language teachers on using it. (Published abstract)