LAUSR

Abstract This study investigated the effect of online summative and formative assessments on 130 Iranian English as foreign language (EFL) junior university students' writing ability. Three assessment interventions in writing performances of participants were investigated in 27 sessions using pretest/posttest time series design. The interventions included online summative assessment and online portfolio writing assessment conducted individually and online collaborative formative assessment. Data were collected from students' individual writing in both online summative and portfolio formative assessments as well as collaborative writing in online collaborative formative assessment in e-writing forum. The writing performances were assessed using International English Language Testing System (IELTS) rating scale. Paired sample t-test and analysis of covariance results indicated improved writing ability in all interventions and highest significant enhanced writing in online collaborative writing assessment intervention. The results imply that using engaging technology and techniques along with appropriate assessment strategies is a powerful way of making learning efficient.