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<p style="text-align:justify;">The present research&nbsp;investigates the associations among teacher assessments for foreign language (L2) writing and relevant teaching experiences of L2 writing. This study also&nbsp;seeks to address teachers' employment of formative evaluations for lessons of&nbsp;General Studies amidst teaching practices, teacher formative evaluation&nbsp;perceptions upon carrying out formative evaluations for General Studies, the prevalent approaches of formative evaluations, the accordance of evaluation&nbsp;methods with learning tasks, the intervention of teachers upon receiving&nbsp;feedback from their students, issues in classes and student feedback. Thirty&nbsp;English teachers from a language institute in Iran assessed 10 essays by students and validated their marks using three qualitative statements. Findings&nbsp;of this study indicate the lower marks of the writing teachers with the most&nbsp;experience compared to the teachers of less experience for four of the ten&nbsp;total essays. Upon conducting an analysis for the qualitative statements pertaining to the four essays, it was shown that experienced teachers submitted&nbsp;more negative comments on issues such as general language, ideas, language&nbsp;fluency, and general organization. Essentially, despite various experiences in&nbsp;instructing composition, such groups of teachers may be similar or different in&nbsp;terms of other variables that may contribute to divergences and similarities for their ratings.</p>

The Difference in Formative Writing Assessment Procedures among Novice and Experienced Teachers

Original Research 

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