| Sumario: | This study was conducted to analyze the influence of formative assessment on the outcome of summative assessment in the speaking skill with students from tenth grade “B” at Juan José Rodriguez Institute in the second semester 2021. To achieve the main goal of this research, a mixed-method was used. The participants were the students and the English teacher. An observation guide was used to start the research, and an interview with open ended questions to the English teacher to explore the assessment process and strategies more used in the classroom. Two formative assessments (oral presentation and video recording) were applied to students through the development of the unit V and VI of the fourth-year English study program, applying one of those activities for the final summative assessment process. Finally, questionnaires with close items were applied in a student survey. The data collected through the survey and the formative and summative assessment applied were processed with the SPSS program. Results suggest that the formative assessment applied during the teaching process was useful to improve the students’ English-speaking skill. Therefore, this research suggests the implementation of Formative assessment since it helps to identify the students’ need in speaking skill and allow the teacher to work subsequently in function of the students’ deficiencies, helping them improve the outcomes of summative assessment in speaking skill through the feedback that formative assessment activities can provide. Thus, students demonstrate progress by improving the difficult speaking areas presented during the development of the formative process, which is useful for not repeating the same mistakes, and evidence progress in their speech quality.
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