الفهرس 
Chapter One: Research Problem and Its ContextOnly 14 pages are availabe for public view
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Abstract
The current study aimed at developing sixth grade primary pupils’ EFL writing skills
through formative assessment strategy. The participants (N= 60) were randomly
assigned to two groups: experimental (n= 30) and control (n= 30), selected from the
sixth grade pupils at Meet Khalf primary school in the school year 2016/ 2017. The
instruments of the study included a checklist of EFL writing skills, a test of EFL
writing skills made by the researcher, and a rubric to correct it. The study adopted the
pre- posttest experimental / control group design. The test of EFL writing skills was
administered to the two groups to make sure that they were equivalent /homogenous
in their EFL writing skills before implementing the formative assessment strategy.
After implementing the formative assessment strategy on the experimental group, the
test was applied again to the two groups. Results of the study revealed that the
formative assessment strategy helped the experimental group develop their EFL
writing skills better than those of the control group. Thus, it is recommended that the
formative assessment strategy as an effective strategy be used to develop EFL writing
skills at the primary stage and other stages.