<p>Research in the area of Language Testing and Assessment proves that formative assessment</p><p>(FA) leads to active involvement of students in assessment practices, and it is a valuable</p><p>approach in promoting learning. The aim of this study was to gain information about the</p><p>relationship between hands-on formative assessment practices and students’ assessment</p><p>preferences. From the analysis of the traditional assessment preferences of the students, it can</p><p>be concluded that both the experimental and control group students still preferred traditional</p><p>type of assessment such as multiple-choice tests. On the other hand, the analysis of the</p><p>formative assessment preferences of the experimental group students indicated that they</p><p>began to prefer the formative mode of assessment. In other words, they added new types of</p><p>assessment to their preferences such as self/peer assessment. As a result, they began to prefer</p><p>taking more active role in their own assessment procedure, and took a step towards becoming</p><p>autonomous learners.</p>