At the moment there is an increasing literary evidence for the design of feedback in higher education. The role of assessing the students’ knowledge is an essential part in teaching. Students are often dissatisfied with standard models of giving feedback and their perceptions often do not align with that of teachers who feel that students may undervalue the feedback. Standard feedback tends to give limited information that focuses on the assessment product and does not engage students in learning processes. This article gives a brief outline of using summative assessment in teaching the oil and gas profile students. Actually the research is based on the idea that modern pedagogical technologies implemented nowadays are more effective and motivational than the previous methods of teaching. This research investigated the validity of using the quizzes as a form of summative assessment, instead taking an exam or questionnaires. The participants’ level of knowledge of English, in which this research was conducted, was intermediate at the University specialized in oil and gas profile, where greater demands are imposed on developing vocabulary skills by the recommended curriculum. The results of this research revealed that the role of assessment is indispensable and it has an ability to motivate students to learn English. The results of this research will also be used as a basis upon which specific suggestions for the practical implementation of assessment in the everyday classroom can be made.
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