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Issued by English study program of IAIN Palopo 

IDEAS  
Journal on Language Teaching and Learning, 
Linguistics and Literature 
 

ISSN 2338-4778 (Print) 
ISSN 2548-4192 (Online) 

Volume 13, Number 2, December 2025 
pp. 6411 - 6422 

Formative Assessment: Challenges and Strategies 

from English Teachers’ Perspective 
Durratu Fakhria Nasution1, Nida Husna2 

1,2 Magister of English Education UIN Syarif Hidayatullah Jakarta 
Corresponding E-Mail: fakhrians24@gmail.com 

 
Received: 2025-08-08 Accepted: 2025-11-12 
DOI: 10.24256/ideas.v13i2.7748 
 
Abstract 
The importance of formative assessment cannot be ignored. Daily assessment as a form of 
formative assessment is essential because they have a role as giving feedback mechanism 
and promote students’ advancement. This research used qualitative study to explore the 
various approaches and viewpoints from the teachers about the daily assessment they 
used in the English classroom. The participants of this research were 5 EFL teachers, 3 
from elementary schools, and 2 from junior high school. The findings showed that most of 
the teachers use quiz and performance based for the daily assessment. Furthermore, the 
research also found that the teachers face some challenges in developing daily assessment 
in their classroom.     
Keywords: Formative assessment, Challenges, Strategies. 

Introduction 
Assessment plays an important role in the teaching and learning process; it 

serves to evaluate and enhance students’ learning. Assessments help teachers to 
gather data on students’ performance, understanding, and progress. The data 
obtained from assessment is essential for identifying strengths and weaknesses, 
guiding instructional decisions, and ensuring that the teaching strategies are 
effectively aligned with students’ needs. Through regular and systematic 
assessment, teachers could adjust their methods to provided targeted support, fill 
knowledge gaps, and foster overall growth of students. 

Aside from informing instruction, assessment also can empower students by 
helping them understand their own learning journey (Gultom, 2016). Assessment 
provides the students with specific feedback on their performance, enabling them 
to recognize their progress, set goals, and identify areas that need improvement. 
This feedback loop stimulates student’s agency, encouraging self-reflection, and 
motivating them to take an active role in their learning (Cheng et al., 2004). 



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Eventually, assessment is a tool that support both teachers and students in 
achieving academic success and ensuring that learning objectives are met.  

However, the assessment itself used base on the needs of students and 
teachers. Therefore, there are two types of assessment, these types are formative 
and summative. summative assessment, this assessment is used to evaluate 
students’ learning at the end of unit, course, or academic period (Listiani, 2023). 
The goal is to determine whether students have achieved the learning objectives 
and to measure overall performance. Summative assessment often come in the 
form of final examinations, standardized tests, projects, or presentations. Unlike 
formative assessment, summative assessment provides a formal form of 
assessment, cumulative evaluation of what students have learned, offering a 
snapshot of their achievement a specific point in time (Furwana, 2019).  

Then, formative assessment is created throughout the learning process to 
monitor students’ progress and provide ongoing feedback. The main purpose of 
formative assessment, which is a continual process that evaluates students’ 
learning throughout instruction, is to increase understanding and direct future 
learning (Listiani, 2023). Unlike summative assessment, which puts at the end of 
learning period, formative assessment occurs throughout the course of study, 
providing both teachers and students with timely feedback on progress. This type 
of assessment helps teachers identify misconceptions, gaps in knowledge, and 
areas where students are surpassing, enabling them to make real-time 
adjustments to their teaching strategies (Kaur, 2023). Moreover, using formative 
assessment, teachers can create a more responsive and flexible learning 
environment that adapts to the immediate students’ needs (Xiao & Yang, 2019).  

Formative assessments also empower students by actively involving them in 
their learning process. It encourages self-reflections and help students become 
more aware of their strengths and areas for improvement (Kaur, 2021). Formative 
assessment can be done by quizzes, class discussions, peer reviews, and 
observations. These assessments are typically informal and focus on improvement, 
helping students and teachers adjust their approaches to ensure better learning 
outcome. Additionally, these types of assessments also can reduce the pressure of 
traditional testing and allow students to take risks, make mistakes, and learn from 
the results. This ongoing feedback is essential for helping students build 
confidence, develop problem-solving skills, and ultimately achieve long-term 
academic success (Listiani, 2023).  

Formative assessment, while beneficial, come with certain challenges that 
can impact their effectiveness in the classroom. One major issue s about the time 
and effort required for teachers to consistently implement and analyze these 
assessments. Since formative assessments are mean to be ongoing and responsive, 
they require frequent planning, implementation, and interpretation, which can be 
time-consuming. Teachers may find it difficult to combine this assessment into an 
already packed curriculum or to provide individual feedback for each student. 



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Besides, managing and monitoring formative assessment for a large number of 
students can be overwhelming, potentially leading to inconsistent or incomplete 
use of the assessment results.  

Another challenge includes the reliability and objectivity of formative 
assessments. Seeing that they are often informal and integrated into daily 
classroom activities, ensuring that these assessments accurately measure 
students’ understanding can be difficult. Teachers may unintentionally introduce 
bias in their observations or evaluations, especially in activities like class 
discussion or peer assessments. Moreover, some students may not take formative 
assessment seriously because they are typically low-stakes or ungraded, and this 
can lead into inaccurate results from their actual knowledge. Finally, there is risk 
that formative assessments may focus too much on short-term knowledge 
retention rather than deeper, long-term learning, restricting their ability to 
promote genuine academic growth.      

 

Literature Review 
In order to determine students' requirements and remove obstacles to 

learning, assessment is crucial for identifying and gathering information about 
them. Through a methodical assessment of each student's strengths and 
weaknesses, teachers can get important knowledge about each student's unique 
learning preferences, academic development, and potential obstacles. By using 
data to inform their decisions, teachers may better prioritize their support and 
instructional strategies, giving every student the tools and support they need to 
succeed academically. Additionally, because assessments identify areas in which 
students might need extra support, they help to foster an inclusive and equitable 
learning environment by empowering teachers to proactively and successfully 
address these needs.  

(Brown, Douglas, 2000) states that assessments should be done in a 
meaningful way, emphasizing success rather than failure. It should let students 
prove at their knowledge rather than trying to catch them off guard. Most teachers 
who have been monitoring their students' development in the classroom should 
be able to pass the assessment. Since this is not the situation, they need to 
reevaluate what happened throughout the course. (Listiani, 2023) in her research 
proof that formative assessment is used to eliminate achievement gaps between 
students and their unique learning goals and to determine the most appropriate 
learning strategies, contexts, and content.  

Formative assessment refers to a range of techniques intended to track 
students' progress and offer continuous feedback that teachers may use to enhance 
their instruction and students can use to enhance their learning. Tests and quizzes 
that provide rapid insights into students' comprehension of the subject matter are 
common forms (Putra, 2023). Real-time information about students' learning 



Durratu Fakhria Nasution, Nida Husna 
Formative Assessment: Challenges and Strategies from English Teachers’ Perspective 

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processes is obtained through observations, in which teachers keep an eye on their 
development during conversations or exercises. Through questions and answers 
and classroom discussions, teachers may quickly address misconceptions and 
assess student understanding (Putra, 2023). Students are encouraged to reflect on 
their work and learn collaboratively through peer critiques and self-assessments 
(Winna & Sabarun, 2023). Assignments like concept maps, exit tickets, and 
journals can assist teachers in identifying areas in which students might benefit 
from additional teaching (Putra, 2023). Through the use of these many formative 
assessment strategies, teachers can establish a more accommodating and 
encouraging learning environment.  

In teaching and learning process, a teacher should consider things for fulfil 
the students’ need. Not only in making the material but also in making the 
assessment. (Kaur, 2023) implied that the teachers' conception and subsequent 
implementation of formative assessment were intricate. It was discovered that the 
teachers implemented formative assessment procedures and practices in 
accordance with their own judgments. It was also discovered that the institutional, 
social, and cultural contexts of the teachers affected their enactment techniques.  

As said before, that there are so many forms of formative assessment, (Astari 
et al., 2023) suggested performance based such as presentation and role-play for 
formative assessment. It is also found that using performance-based assessment 
will encourage students’ confidence, creativity, and critical thinking. Different from 
Astari, a study also found that paper-mode quizziz is also an effective form for 
formative assessment. Quizizz's paper mode is incredibly intriguing, hard, 
pleasurable, and amusing (Putra, 2023).  

These increase the motivation of students to take Quizizz tests in Paper 
format. However, this era promotes online things to make everything easier, the 
formative assessment also could be done by online. Research by (Wijaya, 2022) 
implied that online formative evaluation fully generates a more comfortable EFL 
teaching-learning environment for learners and gradually encourages holistic 
second language learning incentives for learners.  
 
Research Method 

The approach of this study used qualitative research. One of the qualitative 
research designs applied in this study was case study design. This research aimed 
at exploring the formative assessment used by the teachers in EFL classroom. The 
researcher applies a qualitative research design in case study model. The 
researcher collected the data through interview. The interview serves four major 
objectives: (a) collecting kinds of formative assessments used by the teachers, (b)  

Their perceptions about the assessments, (c) investigating challenges faced 
by the teachers and how they overcome it, (d) exploring how formative assessment 
could help the teaching and learning process.  The participants of this study 5 
English teachers, contain 3 elementary school teachers, 2 junior high school 



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teachers. Coding was used to analyze this research. The researcher collected and 
transcript the answers from interviews with the participants, and made codes from 
the interviews’ answers. 
 
 
Findings And Discussion  

The researcher investigated the daily formative assessment used by the 
teachers by doing the interviews. The participants are 5 EFL teachers from 
different school, teacher 1, 2, and 3 are an elementary school teacher, and teacher 
4 and 5 are a junior high school teacher. The researcher will show the result based 
on the codes after doing the thematic analysis based on the participants answers. 

Questions Teacher 1 Teacher 2 Teacher 
3 

Teacher 4 Teacher 5 

1. What kind 
of daily 
formative 
assessment 
that you 
used in the 
classroom?

I utilize 
worksheet
s for every 
topic to 
help 
reinforce 
the 
material 
learned 
during 
each 
learning 
session. 
These 
worksheet
s help 
students 
reinforce 
their grasp 
of the 
subjects 
covered in 
class by 
acting as a 
useful tool 
for practice 

It is possible 
to regularly 
assess 
students' 
understandi
ng through 
the use of 
quizzes, exit 
tickets, and 
brief 
reflective 
writing 
assignments. 

Honestly
, I often 
use quiz 
for the 
daily 
assessm
ent, 
because 
it is easy 
to 
develop 
and easy 
to do for 
the 
students
. 

The 
frequently 
used daily 
assessment
s include 
short 
quizzes, 
topic 
exercises, 
group 
discussions
, oral 
presentatio
ns, daily 
reflections, 
and there 
are also 
study 
journals. 
(weekly 
reading 
journal). 
Each type 
of 
assessment 
helps to 
monitor 
student 

I often use 
Quiz, 
group 
discussion
, group 
presentati
on. 



Durratu Fakhria Nasution, Nida Husna 
Formative Assessment: Challenges and Strategies from English Teachers’ Perspective 

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and 
review. 

progress 
on a daily 
basis and 
provides 
useful 
feedback 
for 
improveme
nt 

2. How do 
you 
determin
e the 
Daily 
Assessme
nt to be 
used in 
your 
class? 

My 
teaching 
style can 
be adjusted 
to make 
each lesson 
targeted 
and 
productive 
by looking 
over the 
daily topic 
and the 
intended 
goals. In 
this 
process, 
the 
particular 
subject 
matter that 
will be 
addressed 
each day is 
reviewed, 
and the 
main 
objectives 
or 
competenci
es that 
students 

One effective 
way to 
improve 
children's 
comprehensi
on and 
attainment 
of learning 
objectives is 
to predict 
questions 
that 
correspond 
with those 
objectives. 

 

To 
determi
ne the 
types of 
assessm
ent I 
need to 
consider 
the 
learning 
objectiv
e. 

The Daily 
Assessmen
t is based 
on the 
learning 
objectives 
of each 
meeting. I 
also take 
into 
account the 
difficulty of 
the 
material 
taught and 
the ability 
of the 
student to 
absorb the 
material. 
The 
assessment 
is also 
adapted to 
the 
teaching 
methods 
used, such 
as 
discussion 
or 

Refer to 
textbooks 
and 
develop 
with 
techniques 
that match 
the topics 
in the 
learning 
coverage 

 



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should 
possess at 
the end of 
the class 
are 
determine
d. 

presentatio
n. 

 

3. What 
challenge
s do you 
face in 
doing 
daily 
assessme
nts for 
learning 
English? 

The 
challenge 
that I felt is 
in 
developing 
strong 
verbal 
communica
tion skill 
for the 
students. 

In my 
opinion, it is 
difficult for 
the teachers 
to have a 
thorough 
grasp of 
every 
student's 
developmen
t and 
difficulties if 
they keep 
thorough 
records of 
these 
elements. 

Since I 
teach 
young 
learners, 
it is 
quite 
difficult 
to 
manage 
them to 
stay 
focus. 

The 
challenges 
faced 
include 
limited 
time to 
evaluate 
each 
student in 
depth, 
variation in 
student 
abilities in 
one class, 
and 
limitations 
in 
providing 
constructiv
e and 
detailed 
feedback in 
a short 
time. 

In my 
case, set 
aside time 
to choose 
and design 
fun and 
interactive 
learning 
 
 
 
 
 
 
 
 
 
 
 
 

4. Then 
what's 
the 
strategy 
you're 
doing to 
face that 
challenge
? 

Students 
are 
provided 
the chance 
to practice 
and 
improve 
their 
language 
skills in 

Teachers 
can give a 
thorough 
assessment 
of a 
students’ 
developmen
t throughout 
time by 
routinely 

I need to 
recheck 
their 
answer 
by 
asking 
them 
directly. 

Sometimes 
I apply 
group-
focused 
assessment
s to save 
time, as 
well as 
varied 
tasks to 

I am trying 
to manage 
my own 
time and 
discuss 
with other 
teachers, I 
often ask 
senior 
teacher 



Durratu Fakhria Nasution, Nida Husna 
Formative Assessment: Challenges and Strategies from English Teachers’ Perspective 

6418 
 
 
 

both their 
native 
language 
and a 
second 
language 
by using 
bilingual 
teaching. 
Their 
exposure 
to two 
languages 
increases 
their 
cognitive 
flexibility 
and 
expands 
their range 
of 
communica
tion skills.  

documentin
g successes. 

 

keep 
students 
interested 
and 
motivated. 
Besides, I 
often do 
reflections 
and 
discussions 
with 
students to 
understand 
their 
needs.  

 

for their 
advice and 
opinion. 

5. What do 
you think 
the 
impact of 
daily 
assessme
nts on 
students' 
English 
learning 
outcomes
? 

By 
routinely 
evaluating 
students' 
access to 
educationa
l materials 
and 
comprehen
sion of the 
subject 
matter, 
teachers 
and 
students 
could 
maintain 
track on 
their 

By doing 
formative 
assessment 
teacher 
could 
manage or 
maintain 
students' 
accomplish
ments can 
compile a 
thorough 
record that 
demonstrate
s each 
person's 
evolution 

The 
impact 
is good, 
the 
teacher 
could 
see the 
students
’ 
progress
. 

The impact 
of daily 
assessment 
is very 
positive 
because it 
helps 
students to 
stay on the 
right track 
in learning. 
Students 
become 
more 
aware of 
their 
progress 
and 
motivated 

So far its 
impact as 
an 
evaluation 
and 
reflection 
for 
teachers 
to see the 
progress 
of 
students' 
achieveme
nts. 

 



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progress 
and 
pinpoint 
areas that 
need 
improveme
nt.  

throughout 
time.  

 

to continue 
learning. 
Feedback 
also helps 
them fix 
the 
mistakes 
quickly so 
they don't 
repeat the 
same 
mistakes. 

 

6. How does 
daily 
assessmen
t 
contribute 
to the 
developme
nt of 
student 
language 
and 
communic
ation 
competenc
e? 

 

Daily 
assessment
s offer 
thorough 
insights 
into the 
comprehen
sion of 
students 
and the 
efficacy of 
teachers. 
Teachers 
are able to 
get 
detailed 
informatio
n about 
how well 
their 
students 
are 
understand
ing the 
subject 
taught in 
each lesson 
by 

Every daily 
task is 
thoughtfully 
designed to 
focus on 
different 
competencie
s-like 
speaking, 
writing, 
listening, 
and reading-
that 
together 
improve 
students' 
language 
proficiency. 
Through the 
incorporatio
n of these 
various 
elements 
into routine 
assignments, 
teachers 
establish a 
comprehensi

I think 
daily 
assessm
ent is 
one of 
the ways 
for the 
students 
to 
practice 
the 
knowled
ge they 
learn in 
the 
classroo
m, and 
of 
course 
the 
practice 
is 
needed. 

Daily 
evaluation 
contributes 
greatly to 
the 
developme
nt of 
student 
language 
and 
communica
tion 
competenc
e by giving 
students 
the 
opportunit
y to 
practice 
consistentl
y. Daily 
evaluations 
also 
encourage 
students to 
think 
critically 
and 

The 
contributi
on is not 
too much 
just to give 
understan
ding to the 
students 

 



Durratu Fakhria Nasution, Nida Husna 
Formative Assessment: Challenges and Strategies from English Teachers’ Perspective 

6420 
 
 
 

administeri
ng these 
frequent 
assessment
s. 

ve strategy 
for language 
learning.  

 

communica
te 
effectively. 

 

 
Discussion  

The results from the interview implied that most of the teacher used quiz, 
worksheet, and presentation. It is aligned with the study from (Putra, 2023) where 
it showed that using quizziz for students’ daily assessment is effective, students 
have positive attitude towards the use of quizziz for their assessment. The study 
also mentioned that students felt that using quizziz is fun but still challenging them 
to be a winner and check their own knowledge from the learning session.  

However, in making the assessment, the participants stated that they need to 
consider the learning objective, students’ ability, and time. These challenges are 
common for the teacher in developing all aspects that needed for the teaching and 
learning process. (Pelawi, 2024) explained that teachers’ challenges in making 
assessment contain about maintaining students’ interest and involvement during 
assessment process. It is related to the determining the assessment with the 
learning objective in order to achieving the goals from the learning process.  

In addition, the teachers also face some challenges in creating the formative 
assessment for their classroom. First, time constraint, teachers occasionally 
struggle to find the time to conduct formative assessment and the time limit in the 
classroom. It means, it is quite difficult to adjust the learning time in one session 
for doing the assessment. Second, the resource availability, here the limited access 
to tool or technologies for conducting formative assessment can obstruct the 
effective implementation. The teachers is not only asked to consider the students 
need, but also need more resources that can facilitate them in making the formative 
assessment.  
 
Conclusion  

It is important to always consider the learning objective to make the 
assessment stay in line with the goals that students should achieve. Teachers need 
to be creative in creating assessment so that the students could be motivated in 
learning because assessment is one of the important phases in their learning 
process. Formative assessment help both teachers and students to track and 
evaluate their progress in teaching and learning session.   
 
 
Acknowledgments 

The author would like to express his deepest gratitude to all parties who 
contributed to and supported the implementation of this research. 



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First and foremost, the author would like to thank [Name of Supervisor] for 
providing valuable guidance and direction throughout the research process. The 
author would also like to thank the English teachers who participated in this 
research and shared their experiences and perspectives on formative assessment. 
Thanks, are also due to [Name of Institution] for providing support and facilities 
during the research process. The author would also like to thank his family and 
friends for their support and encouragement throughout the research process. 
Finally, the author would like to thank all parties who helped and supported the 
implementation of this research, both directly and indirectly. We hope this 
research will make a beneficial contribution to the development of English 
language education and formative assessment practices in Indonesia. 
 
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