Effects Of Formative And Summative Assessment In Higher Education
Authors/Creators
Description
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
-
2025-02-28
References
- 1. Andrade, H., & Du, Y. (2007). Student responses to criteria-referenced self-assessment. 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