Abstract:

A great concern of EFL instructors has been assessing and evaluation students progress during their course of study as well as their language achievement at the end of it. The role of testing, especially a repeated one, as the facilitator of learning is somehow missing in Iranian universities. This may be one reason for poor writing performance of pre- intermediate students on summative achievement test. This study investigated the effect of constructed quiz formats administrations on Iranian EFL learners formal organization in general writing skills on summative achievement test. After random selection of the groups from pre- intermediate students, they were provided with the treatment. A parallel post- test was administered to the groups at the end of the treatment period. The analysis of the data determined the effect of the constructed-response quizzes major variable. It become clear that constructed- response quiz with ten times frequency of administration worked better with the improvement of Iranian EFL learners' performance on formal organizational in general writing skills on summative achievement tests.

Keywords:

Repeated Constructed Response, Quizzes, Formal Organization, General Writing Skills.