A Comparative Study of Progress Tests and Achievement Tests in Language Assessment: Students’ Performance Through the Use of MCQS and SAQS

Abstract

This research examined the effectiveness of progress and achievement tests in assessing English language learning, focusing on the use of Multiple-Choice Questions (MCQs) and Short-Answer Questions (SAQs) in evaluating students’ achievement and motivation. The study also explored students’ perceptions of assessment practices in EFL contexts and compared formative and summative testing approaches. A descriptive-analytical method was adopted, and data were collected through a questionnaire distributed to 70 randomly selected students from the English Department at the Faculty of Education, Zolten, Sabratha University. The data were analyzed using SPSS Version 27. The findings indicated that students generally viewed the assessment system positively. Progress tests were considered more supportive of learning due to their continuous feedback and role in reducing anxiety, whereas achievement tests were associated with greater stress despite effectively measuring learning outcomes. Results also showed slight statistical differences favoring MCQs, while SAQs were perceived as more effective in assessing critical thinking and deeper understanding.

The research recommends adopting diversified assessment strategies that combine fairness, validity, and pedagogical effectiveness in EFL assessment contexts.

The significance of this study lies in its contribution to improving assessment practices in EFL departments by providing empirical evidence regarding the strengths and limitations of various testing approaches. The findings may help educators, curriculum developers, and policymakers design more balanced, effective, and student-centered assessment systems that align with contemporary educational standards and learners’ academic needs.