EFFECTS OF FORMATIVE AND SUMMATIVE ASSESSMENT IN HIGHER EDUCATION
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Description
t Assessment plays a crucial role in higher education by influencing
students’ learning experiences, motivation, and academic performance. This article
examines the effects of both formative and summative assessment, comparing their
impact on student learning outcomes, engagement, and skill development. Through
a review of relevant literature, the study highlights best practices in assessment
strategies and suggests ways to integrate formative and summative assessments
effectively to maximize student success. Two primary forms of assessment—
formative and summative—serve distinct purposes within the educational
framework. Formative assessment is intended to monitor student learning and
provide ongoing feedback, while summative assessment evaluates student learning
at the conclusion of an instructional period (Black & Wiliam, 1998). Understanding
the interplay between these assessment types is crucial for improving student
outcomes and instructional effectiveness
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Additional details
Dates
- Issued
-
2025-03-15
References
- 1. Andrade, H., & Du, Y. (2007). Student responses to criteria-referenced selfassessment. Assessment & Evaluation in Higher Education, 32(2), 159-181. 2.Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. 3.Nicol, D.J. and Macfarlane-Dick, D. (2006) Formative assessment and self‐ regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education 31(2): 2-19. 4.Theall, M. and Franklin J.L. (2010). Assessing Teaching Practices and Effectiveness for Formative Purposes. In: A Guide to Faculty Development. KJ Gillespie and DL Robertson (Eds). Jossey Bass: San Francisco, CA. 5.Trumbull, E., & Lash, A. (2013). Understanding formative assessment: Insights from learning theory and measurement theory. San Francisco: WestEd