Résumé:
The current study attempts to investigate the crucial role of formative assessment in improving learners. writing skill in the Department of English, University of Guelma. In order to test the hypothesis that suggest the probability of developing the writing skill through using formative assessment, a descriptive method has been adopted, in which two questionnaires were administrated; the first one was directed to third year LMD students who were assigned randomly, and the second was addressed to English teachers of written expression. The gathered data have shown that formative assessment has a positive impact on developing learners. writing skill, as well as helping teachers to assume greater responsibility for monitoring and supporting their students learning in general and writing in particular. On the basis of these results, the hypothesis is confirmed. In the light of this, students need to be assessed formatively in order to develop their writing proficiency
